The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research
Phil Ice, University of North Carolina Charlotte, United States ; Karen Swan, Kent State University, United States ; Lori Kupczynski, University of Texas - Pan American, United States ; Jennifer Richardson, Purdue University, United States
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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.
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).
© 2008 Association for the Advancement of Computing in Education (AACE)
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Tania Broadley, Brian Von Konsky & David Pick, Curtin University, Australia
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2668–2673
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