A cross-disciplinary evaluation of digitally recorded feedback in higher education

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    Research demonstrates that assessment feedback created using audio, video, and screencast recordings can offer advantages over text-based feedback. However, the majority of research and experience in this domain has largely been limited to a single disciplinary or cohort context. This project aimed to empirically investigate if recorded feedback (i.e. audio, video, and screencast) could be effectively implemented across different contexts, including disciplines. As part of this, teaching staff from five discrete subjects provided digitally recorded feedback to students on at least one assessment task. Assessment types included various forms of written assignments, completed by individuals or groups of students. This paper reports on survey data collected from 351 students who received recorded feedback or text-based feedback. Survey respondents were enrolled in five subjects across four disciplines (Education, Pharmacy, Engineering, and Management). To triangulate the survey findings, interview data from nine students are also included. Overall, the findings indicate that students in all disciplines found digitally recorded feedback to be more satisfying, more useful, and more engaging than text-based feedback alone. However, these outcomes differed across contexts; results tended to be elevated in subjects with smaller cohorts, and when richer audiovisual modalities were used. In two of the cases students’, while still being overall positive, indicated that the feedback was less clear, usable and satisfying than indicated in other cases. These differences are explored and issues of teacher experience, cohort size, group assessment, and disciplinary cognate traditions are considered.
    Original languageEnglish
    Title of host publicationMe, Us, IT! Proceedings ASCILITE2017
    Subtitle of host publication34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education
    EditorsH. Partridge, K. Davis, J. Thomas
    Place of PublicationQLD Australia
    PublisherAustralasian Society for Computers in Learning in Tertiary Education
    Number of pages8
    Publication statusPublished - 2017
    EventAnnual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2017 - Toowoomba, Australia
    Duration: 4 Dec 20176 Dec 2017
    Conference number: 34th
    https://2017conference.ascilite.org/wp-content/uploads/2017/11/ASCILITE-2017-Proceeding.pdf (Proceedings)


    ConferenceAnnual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2017
    Abbreviated titleASCILITE 2017
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