Abstract
| Original language | English |
|---|---|
| Title of host publication | Show Me The Learning |
| Editors | S Barker, S Dawson, A Pardo, C Colvin |
| Publisher | ASCILITE |
| Pages | 514-522 |
| Number of pages | 9 |
| Volume | 33 |
| Publication status | Published - 2016 |
| Event | Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2016: Show Me The Learning - University of South Australia, Adelaide, Australia Duration: 28 Nov 2016 → 30 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
| Conference | Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2016 |
|---|---|
| Abbreviated title | ASCILITE 2016 |
| Country | Australia |
| City | Adelaide |
| Period | 28/11/16 → 30/11/16 |
| Other | 33rd 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
Cite this
}
Multimodal feedback is not always clearer, more useful or satisfying. / Phillips, Michael David; Henderson, Michael; Ryan, Tracii Ann.
Show Me The Learning. ed. / S Barker; S Dawson; A Pardo; C Colvin. Vol. 33 ASCILITE, 2016. p. 514-522.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review
TY - GEN
T1 - Multimodal feedback is not always clearer, more useful or satisfying
AU - Phillips, Michael David
AU - Henderson, Michael
AU - Ryan, Tracii Ann
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - Multimodal feedback
KW - Assessment
KW - Feedback
KW - Tutor differences
KW - Higher Education
UR - http://www.scopus.com/inward/record.url?scp=85063902455&partnerID=8YFLogxK
M3 - Conference Paper
VL - 33
SP - 514
EP - 522
BT - Show Me The Learning
A2 - Barker, S
A2 - Dawson, S
A2 - Pardo, A
A2 - Colvin, C
PB - ASCILITE
ER -