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The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research PROCEEDINGS

, University of North Carolina Charlotte, United States ; , Kent State University, United States ; , University of Texas - Pan American, United States ; , Purdue University, United States

EdMedia: World Conference on Educational Media and Technology, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

A nested mixed methods design was utilized to assess the impact of asynchronous audio feedback in an online course. Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance, 2. audio feedback was associated with feelings of increased involvement and enhanced learning community interactions, 3. audio feedback was associated with increased retention of content, and 4. audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were far more likely to apply content for which they received audio feedback than content for which text-based feedback was received and at significantly higher cognitive levels. This presentation explores the original study, an ongoing study and two emerging, related areas of inquiry.

Citation

Ice, P., Swan, K., Kupczynski, L. & Richardson, J. (2008). The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 5646-5649). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2017 from .

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