Audio versus written feedback: exploring learners’ preference and the impact of feedback format on students’ academic performance

Morris, Cecile and Chikwa, Gladson ORCID: https://orcid.org/0000-0002-8707-8147 (2016) Audio versus written feedback: exploring learners’ preference and the impact of feedback format on students’ academic performance. Active Learning in Higher Education, 17 (2). pp. 125-137. ISSN 1469-7874

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Abstract

Very little is known about the impact of the different types of feedback on students’ academic performance. This article explores students’ preference in the use of audio and written feedback and how each type of feedback received by students impacts their academic performance in subsequent assignments. The study involved 68 students who were divided into two groups that received either audio or written feedback in their first assignment which was then recalled and applied into the second assignment. An analysis of results obtained in the second assignment was conducted and comparisons made between students in the audio and written feedback group. Students were also surveyed using an online questionnaire to ascertain their perceptions about the type of feedback they had received. The study established that the type of feedback received did not impact students’ grades in the subsequent assignment. In addition, while students were broadly positive about audio feedback, they indicated a strong preference for written feedback in future assignments. The study recommends, among other things, further investigation into the link between students’ learning styles and their preferences for different types of feedback.