This paper reports on a pilot study on the use of audio feedback within an online postgraduate course. Primary focus is given to student comparative evaluation and value perspectives between written and audio feedback methods. In addition, some focus is given to authenticate audio feedback as a potentially richer feedback method. Findings suggest that students are more likely to engage with audio feedback than written comments provided on assessment work. Qualitative responses received indicated that students found audio feedback provision to be of greater value.
Proceedings of IADIS International Conference e-Learning 2012, held in conjunction with the IADIS Multi Conference on Computer Science and Information Systems (MCCSIS 2012), Lisbon, Portugal, 17-20 July 2012,