Multimodal feedback is not always clearer, more useful or satisfying

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7 Citations (Scopus)

Abstract

Feedback comments on summative assessment tasks are an important part of students’ learning experience. Recently, researchers have noted that digitally recorded comments can be beneficial for both students and educators. This paper compares the clarity, usefulness and satisfaction of digitally recorded and text-based feedback comments produced by 14 tutors in a large Master’s level Education unit. A sample of 164 students completed the online survey. Initial analysis of the data reveal mixed results. When secondary variables are accounted for and outliers discounted it is revealed that digitally recorded multimodal feedback processes, in general, can be clearer, more useful and more satisfying. However, it is also clear that using technology such as video is not a silicon bullet to improving feedback. Several potential factors are identified and are discussed in terms of micro- and meso-level contextual conditions that need to be further researched.
Original languageEnglish
Title of host publicationShow Me The Learning
EditorsS Barker, S Dawson, A Pardo, C Colvin
PublisherASCILITE
Pages514-522
Number of pages9
Volume33
Publication statusPublished - 2016
EventAnnual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2016 - University of South Australia, Adelaide, Australia
Duration: 27 Nov 201630 Nov 2016
Conference number: 33rd
http://2016conference.ascilite.org/ (Conference website)
http://2016conference.ascilite.org/wp-content/uploads/ASCILITE-2016-full-proceedings-Updated-1512.pdf (Conference Proceedings)

Conference

ConferenceAnnual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2016
Abbreviated titleASCILITE 2016
CountryAustralia
CityAdelaide
Period27/11/1630/11/16
Other33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education
Internet address

Keywords

  • Multimodal feedback
  • Assessment
  • Feedback
  • Tutor differences
  • Higher Education

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