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EVALUATION OF THREE AUDIO FEEDBACK METHODS DR I-CHANT CHIANG [email protected] 2 FEBRUARY 2011

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Audio Feedback projects described by Dr I-Chant Chiang from the University of Aberystwyth.

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Page 1: Strathclyde chiang

EVALUATION OF THREE AUDIO FEEDBACK

METHODSDR I-CHANT CHIANG

[email protected]

2 FEBRUARY 2011

Page 2: Strathclyde chiang

PROBLEMS WITH WRITTEN FEEDBACK

LEAST SATISFIED AREA IN NATIONAL STUDENT SURVEY (BBC, 2007; UNISTATS, 2009)

LACK OF DEPTH, SIMPLY STATE THE PROBLEM

ILLEGIBLE HANDWRITING

OVEREMPHASIS ON AREAS OF WEAKNESS

INABILITY TO PRIORITIZE

Page 3: Strathclyde chiang

BENEFITS OF AUDIO FEEDBACK

STUDENT

EASIER TO UNDERSTAND

MORE DEPTH

RICHER FORM OF FEEDBACK

NUANCED FEEDBACK

TONE OF VOICE

MORE GENUINE, ACCESSIBLE, PERSONAL

BETTER WORK, BETTER MARKS(KING, MCGUGAN, BUNYAN, 2008;

ICE, CURTIS, PHILLIPS, WELLS, 2007; MERRY AND ORSMOND, 2008)

Page 4: Strathclyde chiang

BENEFITS OF AUDIO FEEDBACK

TUTOR

MORE DEPTH

FLEXIBILITY

TIME SAVINGS LONG-TERM

GIVING FEEDBACK

HIGHER QUALITY WORK

(KING, MCGUGAN, BUNYAN, 2008; ICE, CURTIS, PHILLIPS, WELLS, 2007;

MERRY AND ORSMOND, 2008)

Page 5: Strathclyde chiang

DIFFERENT TYPES OF STUDENTSDIFFERENT TYPES OF TUTORS

Page 6: Strathclyde chiang

RESEARCH QUESTIONS

HOW DO DIFFERENT STUDENTS RESPOND TO AUDIO FEEDBACK?

HOW DO DIFFERENT METHODS OF AUDIO FEEDBACK COMPARE?

Page 7: Strathclyde chiang

RESEARCH QUESTIONS

HOW DO DIFFERENT STUDENTS RESPOND TO AUDIO FEEDBACK?

LOW-PERFORMING STUDENTS DO NOT TAKE FEEDBACK ON BOARD LIKE HIGH-PERFORMING STUDENTS(VAN DER ZEE, 2009)

LISTENING AND READING SKILLS DEVELOP DIFFERENTLY WHEN LEARNING IN A NON-NATIVE LANGUAGE (HERRON, MORRIS, SECULES, & CURTIS, 1995)

Page 8: Strathclyde chiang

RESEARCH QUESTIONS

HOW DO DIFFERENT METHODS OF AUDIO FEEDBACK COMPARE?

IMPLEMENTATION, EFFECTIVENESS, AND PREFERENCE

TUTORS AND STUDENTS

ACROSS ASSESSMENT TYPES

Page 9: Strathclyde chiang

THREE METHODS

Page 10: Strathclyde chiang

AUDIO ONLY

TUTOR: RECORDS ON DIGITAL RECORDER

STUDENT: RECEIVES MP3 FILE

Page 11: Strathclyde chiang

AUDIO-VISUAL ASYNCHRONOUS

TUTOR: RECORDS VIA HEADSET AND ADOBE ACROBAT 9.0

STUDENT: RECEIVES PDF FILE

Page 12: Strathclyde chiang

AUDIO-VISUAL SYNCHRONOUS

TUTOR: RECORDS VIA HEADSET AND SCREENCAST

STUDENT: RECEIVES LINK TO WEBSITE

HTTP://SCREENCAST.COM/T/PBQZFECJ744

Page 13: Strathclyde chiang

STUDY METHODOLOGY

5 ACADEMIC STAFF MEMBERS

33 PSYCHOLOGY HONOURS STUDENTS

“HIGH-PERFORMING” AND “LOW-PERFORMING”

11 NON-NATIVE ENGLISH SPEAKERS

14 ASSESSMENTS

Page 14: Strathclyde chiang

EVALUATION

QUESTIONNAIRES

STUDENT PERFORMANCE

INTERVIEWS

FOCUS GROUPS

Page 15: Strathclyde chiang

RESULTS

Page 16: Strathclyde chiang

TIME PER METHOD

0%

25%

50%

75%

100%

Audio Only A-V Asynchronous A-V Synchronous0

3

6

9

12

Percent Listened Average Minutes Recorded

Page 17: Strathclyde chiang

% LISTENED TO FEEDBACK

0%

25%

50%

75%

100%

Audio Only A-V Asynchronous A-V Synchronous

35%48%

60%

96%94%100%

High Performing Students Low Performing Students

Page 18: Strathclyde chiang

AUDIO ONLY

STUDENT PERSPECTIVE

VERY USEFUL, LEAST CHALLENGING, LISTENED IN A VARIETY OF SETTINGS

PREFERENCE: 2ND AMONG LO STUDENTS, 3RD AMONG HI STUDENTS

“IT IS ALL IN ONE GO RATHER THAN HAVING TO CLICK ON SOUND BITES INDIVIDUALLY”

Page 19: Strathclyde chiang

AUDIO ONLY

TUTOR PERSPECTIVE

VERY EASY TO USE, PORTABLE

GAVE BROADER, LESS SPECIFIC FEEDBACK

LEAST PREFERRED METHOD

“IT WAS VERY STRAIGHTFORWARD”

BEST FOR POSTERS, NON-ELECTRONIC WORK

Page 20: Strathclyde chiang

AUDIO-VISUAL ASYNCHRONOUS

STUDENT PERSPECTIVE

VERY USEFUL, SPECIFIC AND DETAILED, SELF-PACED, NO WAY TO STOP MID-COMMENT, MANY CLICKS, SOMETIMES INCONSISTENT

PREFERENCE: 1ST AMONG LO STUDENTS, 2ND AMONG HI STUDENTS

“IT PINPOINTS EXACTLY WHERE THEY’RE SPEAKING ABOUT AND IT ALSO OFFERS THE MARKER AN OPPORTUNITY TO BE MORE ELABORATE, EXPRESS THEMSELVES BETTER”

Page 21: Strathclyde chiang

AUDIO-VISUAL ASYNCHRONOUS

TUTOR PERSPECTIVE

CLEAR, SIMPLE, STRAIGHTFORWARD, EXPANSIVE

TEDIOUS, SPENDING MORE TIME

HALF THE TUTORS PREFER THIS METHOD MOST

“I LIKED IT, BUT I TOOK WAY TOO LONG”

BEST FOR REPORTS, PROPOSALS

Page 22: Strathclyde chiang

AUDIO-VISUAL SYNCHRONOUS

STUDENT PERSPECTIVE

FELT LIKE SITTING WITH THE TUTOR, GOOD FOR FORMULATING ARGUMENTS, MUST HAVE GOOD INTERNET CONNECTION, COULD NOT SAVE THE FILE

PREFERENCE: 3RD AMONG LO STUDENTS, 1ST AMONG HI STUDENTS

“I CAN SEE THE LECTURERS’ THOUGHT PROCESS”

Page 23: Strathclyde chiang

AUDIO-VISUAL SYNCHRONOUS

TUTOR PERSPECTIVE

CANNOT WAFFLE, FOCUS ON IMPORTANT POINTS

PINPOINT SPECIFICS, RE-RECORD SOMETIMES

HALF THE TUTORS PREFER THIS METHOD MOST

“IT IS MORE LIKE A (ONE-SIDED) CONVERSATION”

BEST FOR ESSAYS, FORMAL PRESENTATIONS

Page 24: Strathclyde chiang

STUDENT TYPES

NO DIFFERENCES BETWEEN NATIVE AND NON-NATIVE ENGLISH SPEAKERS

A-V Synchronous

A-V Asynchronous

Audio Only

Overall High Performing Low Performing

MUCH LESS

SOMEWHAT LESS

SLIGHTLY LESS

ABOUT THE

SAME

SLIGHTLY MORE

SOMEWHAT MORE

MUCH MORE

Page 25: Strathclyde chiang

OVERALL THEMES

TUTORS ENJOYED GIVING FEEDBACK THROUGH AUDIO MEANS BUT SOME ARE PUT OFF BY TECHNOLOGY

END OF YEAR EVALUATIONS WERE HIGH FOR FEEDBACK

LANGUAGE COMPETENCE MAY BE A FACTOR IN 1ST YEAR

DIFFERENCES IN HIGH AND LOW PERFORMING STUDENTS

Page 26: Strathclyde chiang

OVERALL THEMES

MARKS INCREASED MOST WITH A-V ASYNCHRONOUS

MATCH METHOD TO ASSESSMENT TYPE

AUDIO ONLY: POSTER, NON-ELECTRONIC WORK

A-V ASYNCHRONOUS: REPORTS, PROPOSALS

A-V SYNCHRONOUS: ESSAYS, FORMAL PRESENTATIONS

Page 27: Strathclyde chiang

FOR MORE INFORMATION ABOUT THIS PROJECT:

HTTP://SITES.GOOGLE.COM/SITE/AUDIOFEEDBACKUK/