Subsequent research across multiple institutions confirmed these findings and detected significant gains in various aspects of teaching, social and cognitive presence. Later work demonstrated a generalized preference on the part of students for feedback that included both audio and written components.
This paper used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio and combined written/audio feedback strategies across four global and 22 discrete dimensions of feedback. The findings indicated that students prefer a combination of feedback modalities; however, selective delivery strategies may be preferable at various levels. This session will explore the use of several common software applications to facilitate the process.
