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This study explores students' attitudes to the provision of formative feedback on academic work using audio files together with the ways in which students implement such feedback within their learning. Fifteen students received audio file feedback on written work and were subsequently interviewed regarding their utilisation of that feedback within their learning. The written work provided by twelve of the students was also conventionally marked and this feedback was quantitatively compared with the audio feedback comments following classification of individual comments. The students responded very positively to the audio file feedback judging it to be good quality because it was easier to understand, had more depth and was more personal. Most students annotated their work as they listened and stated that they would use the audio feedback to improve their work for other tutors. Pitfalls of this form of feedback included the large size of the audio files (up to 11Mb) being incompatible with some e-mail systems. Comment classification showed a greater emphasis on developmental aspects of learning within audio file feedback. Guidance is provided for tutors concerning the effective use of audio file feedback. As feedback is integral to all learning this project has wide applicability across the disciplines

Explaining student workload - guidance about providing information for students QAA

At stage 4 ICT apprenticeship training, Functional skills requires that students complete an Employability module as key elements. Given the diverse mix of students on the course, from those yet to start work, those on day release and those undertaking retraining, the employability module in the words of Dominic Thompson lecturer at Highbury College "Is a bit of a dry subject". So he decided to combine an ICT website design project with this subject area to improve interest and engagement. The result was a series of excellent websites, far better engagement by the students, better results than the year before and completion by the whole class of the employability module.

Enhancing the student and staff experience

The aim of this project is to investigate the student experience and to explore the characteristics of audio feedback given to students. Our objectives were to gain a greater understanding of the issues surrounding the use of audio feedback in higher education and whether new technology might provide additional benefits and offer exemplars of best practice in audio feedback. Data were obtained via short questionnaires and individual interviews which allow

Guide for enhancing the student digital experience

A Study on the Effective Use of Social Software by Further and  Higher Education in the UK to Support Student Learning and  Engagement

Using audio technology for student feedback Rhoda Trimingham, Pete Simmons Loughborough University, UK

"Students' Attitudes to and Usage of Academic Feedback Provided Via Audio Files"

Which audio feedback is best?: Optimising audio feedback to maximise  student and staff experience  Dr I-Change Andrea Chiang, Aberystwyth University

Pedagogical designs involving social media and implications for students, educators, institutions and researchers, Minocha, Shailey, 2012

Exploring the impact of policy changes on students' attitudes and approaches to learning in higher education

This document provides a simple step-by-step guide to creating and embedding audio feedback using Microsoft Word 2000 and 2007, the most common format for student text works. There is also a mention of embedding audio in PDFs, which is discussed at the end of this document, with a link to the appropriate Adobe online resource.

Good intro for students and staff

Researchers of Tomorrow: the research behaviour of Generation Y doctoral students

Case Studies - A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement