This note reflects on student perceptions of audio feedback made available via the Virtual Learning Environment (VLE) for various types of assessment. Consistent with action research the study identifies best practice, and highlights issues in relation to implementation. It utilised four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various different types of summative assessment feedback. The intention was to identify where audio feedback via the VLE is effective and why, which was researched via a student survey. Based on these insights the findings have been disseminated as best practice to other colleagues in the Higher Education (HE) sector, in particular focusing on where it has been most effective in relation to assessment and feedback.
|Journal||Business and Management Education in HE|
|Publication status||Published - 2014|
Bibliographical noteReference text: Dixon, S. (2009) Now I’m a person: Feedback by audio and text annotation. In Conference
Proceedings of the ‘A Word in Your Ear Conference’, Sheffield Hallam University.
Ekinsmyth, C. (2010) Reflections on using digital audio to give assessment feedback. Planet
Ice, P., Curtis, R., Phillips, P. and Wells, J. (2007) Using asynchronous audio feedback to
enhance teaching presence and students’ sense of community. Journal of Asynchronous
Learning Networks 11 (2), 3–25.
JISC (2010) Audio Feedback, Creating New Digital Media, JISC. Available at
© 2014 A. Adcroft, BMHE, Vol 1, Issue 1 (April 2014)
The Higher Education Academy 10 doi:10.11120/bmhe.2013.00001
King, D., McGugan, S. and Bunyan, N. (2008) Does it make a difference? Replacing text with
audio feedback. Practice and Evidence of Scholarship of Teaching and Learning in Higher
Education 3 (2), 145–163.
Laughton, D. (2012) Using voice files to provide feedback to students on assessed work – an
evaluation of efficiency and effectiveness perspectives. In Proceedings of the 19th EDINEB
Conference: ‘The Role of Business Education in a Chaotic World’, pp165–171. Haarlem, FEBA
ERD Press. Available at http://epubs.surrey.ac.uk/615474/1/Proceedings_EDiNEB_2012_ final_
Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback
provided via audio files. Bioscience Education 11 (3), no page cited.
Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. In
Proceedings of the International Conference on Engineering Education, Coimbra, Portugal.
Nortcliffe, A. and Middleton, A. (2008) A three year case study of using audio to blend the
engineer’s learning environment. Engineering Education 3 (2), 45–57.
Nugent, J.S., Reardon, R.M., Smith, F.G., Rhodes, J.A., Zander, M.J. and Carter, T.J. (2008)
Exploring faculty learning communities: Building connections among teaching, learning,
and technology. International Journal of Teaching and Learning in Higher Education 20 (1),
Rodway-Dyer, S., Knight, J. and Dunne, E. (2011) A case study on audio feedback with
geography undergraduates. Journal of Geography in Higher Education 35 (2), 217–231.
Rotheram, B. (2007) Using a MP3 recorder to give feedback on student assignments.
Educational Developments 8 (2), 7–10.
Williams, J., Kane, D., Sagu, S. and Smith, E. (2008) Exploring the National Student Survey
Assessment and Feedback Issues. York: The Higher Education Academy.
Carruthers et al.