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An Analysis of Students' Perceptions of the Value and Efficacy of Instructors' Auditory and Text-Based Feedback Modalities across Multiple Conceptual Levels
ARTICLE

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Journal of Educational Computing Research Volume 43, Number 1, ISSN 0735-6331

Abstract

This article used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio, and combined written and audio feedback strategies across four global and 22 discrete dimensions of feedback. Using a quasi-experimental research design, students at three U.S. universities were provided with text-based, audio-based, and a combination of text- and audio-based feedback over the course of a semester. A survey asking students to indicate their feedback preferences was administered and analyzed using multiple statistical techniques. The findings indicated that students preferred a combination of feedback modalities; however, selective delivery strategies may be preferable at various levels. (Contains 6 tables.)

Citation

Ice, P., Swan, K., Diaz, S., Kupczynski, L. & Swan-Dagen, A. (2010). An Analysis of Students' Perceptions of the Value and Efficacy of Instructors' Auditory and Text-Based Feedback Modalities across Multiple Conceptual Levels. Journal of Educational Computing Research, 43(1), 113-134. Retrieved August 24, 2019 from .

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