Developing a framework for effective audio feedback: a case study

The increase in the use of technology-enhanced learning in higher education has
included a growing interest in new approaches to enhance the quality of
feedback given to students. Audio feedback is one method that has become more
popular, yet evaluating its role in feedback delivery is still an emerging area for
research. This paper is based on a small-scale study which examined the
perceptions of first and final-year undergraduates who received feedback from
tutors in audio form and considers the impact of this method of feedback
delivery as a formative process. The paper examines the extent to which students
respond to and engage with audio feedback, and how the method might facilitate
a better understanding of the role of feedback amongst teachers and students
alike. The two cohorts in the study express differences, but also commonalities
in what they require from audio feedback. A conceptual framework is developed
from the study’s findings, which highlights best practice and guides practitioners
in their effective utilisation of this form of feedback.