Adding Audio Feedback Using Vocaroo in Online Courses: Does it Add Value?
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The document summarizes a study on using audio feedback to increase student engagement (e-connectivity) in online courses. The study hypothesized that providing audio feedback using Vocaroo would result in higher e-connectivity compared to only written feedback. Some preliminary positive results were found, though few students participated. Students and instructors felt audio feedback was generally more effective but took more instructor time. The literature review discussed how audio feedback can improve understanding and provide a more personal touch compared to impersonal written comments alone.
Adding Audio Feedback Using Vocaroo in Online Courses: Does it Add Value?
- 2. Background
- 3. Overview • qualitative study • student perceptions of connection and engagement (e-connectivity) • audio feedback
- 4. Hypothesis • providing audio feedback via Vocaroo would result in increased e-connectivity (social connection-engagement) • management, marketing, and accounting courses • undergraduate • graduate
- 7. Student Engagement •Online educators strive for student engagement in higher education. •Using Vocaroo may increase overall student satisfaction.
- 9. Research Summary -- Purpose Purpose The purpose of this qualitative study is to identify the student perceptions of connection and engagement (e-connectivity) when listening to audio feedback provided through the free software, Vocaroo (a web-based service for sending voice messages). The working hypothesis is that providing audio feedback via Vocaroo will result in increased e- connectivity (social connection-engagement). The proposed study will seek the opinions of online graduate and undergraduate students in the Forbes School of Business and Technology, Ashford University. H0 = The use of vocal feedback does not increase e-connectivity. H1 = The use of vocal feedback does increase e-connectivity.
- 11. Research Summary -- Significance SIGNIFICANCE Faculty want to ensure students are engaged in the online classroom. RESEARCH • Achieving a social connection (e-connectivity) with their students (Muirhead, 2000; Slagter van Tryon & Bishop, 2006) • Increasing interactivity that “will help the students' with their understanding” (Swanson, 2010, p. 121).
- 12. Literature Review Swanson et al. (2010) stated, Participants in a study agreed that faculty should be warm, available to answer questions; hold students to a high standard, remain flexible to adult learners; honest in all of their interactions, and demonstrate a caring nature in the online classroom. (p. 119)
- 13. Literature Review – E-Immediacy Slagter van Tryon and Bishop (2006) as cited in Swanson et al. (2010), defined the unique term, “e-immediacy” as the feeling of social connectivity between two online individuals (whether instructors or classmates). Engagement and the feelings of social connectedness are what the students’ desire (Slagter van Tryon & Bishop, 2006; Swanson et al., 2010). Student engagement can be increased by including vocal feedback.
- 14. The Flaw in Traditional Feedback • negatively impact students’ self- motivation • lead to a potential conflict situation when it comes to students’ perception of the professors’ judgement. • impersonal • template driven • too objective
- 15. The Value of Audio or Video Feedback •Audio feedback should be positioned as a “feed-forward “engine engaging students in a manner that encourages them to do better on the next assignment focusing on the areas of improvement more so than written feedback was able to do (Rodway-Dyer, Knight & Dunne, 2011). •The key is to provide a variety of feedback combining the written with audio elements in order to adjust feedback model to different students’ learning styles (Wolff-Hilliard & Baethe, 2013). Perception Effective Good
- 16. Research Recommends -- Jing •Use video feedback, such as, Jing which adds another communication layer – visual aspect which by its very nature should provide higher levels of connectivity and engagement in an online setting (Sekyere, 2010).
- 17. Another Study Used – Wimba Voice 6.0 • Audio has been found to be an effective feedback tool due to removing the cryptic interpretation perceived by some students (Macgregor et al., 2011). • Some advantages of audio feedback also include: • less time • more detail (Macgregor et al. 2011).
- 18. Study Results – Extremely High Satisfaction Ice, Curtis, Phillips, and Wells (2007) conducted a study regarding replacing text feedback with audio feedback. “Our findings revealed extremely high student satisfaction with embedded asynchronous audio feedback as compared to asynchronous text only feedback” (Ice et al., 2007, abstract). The result of the study demonstrated four themes: 1) Audio feedback was perceived to be more effective for conveying nuances; 2) Audio feedback was related with feelings of increased participation and improved learning community collaborations; 3) Audio feedback was positively correlated with increased retention of content; and, 4) Audio feedback was related to the belief that the instructor cared more about the student (Ice et al., 2007).
- 19. Methodology
- 24. Log for Recordings (Sample)
- 25. Results
- 26. Results Although the study led to positive results, the researchers had difficulty finding students willing to participate. One student expressed that it would take too much time for him or her to review the written feedback and listen to the audio file (although the file would have been less than 5 minutes and could be listened to while reviewing the feedback). Most students responded that this was an effective method for receiving constructive feedback. Most of the instructors felt that this was effective, but a bit more time was involved in producing the feedback.
- 27. Student 1 Thank you for the audio comments! After ten years of not being in school, I was starving for feedback on my writing and this was the first time I got something concrete I could work on. I want to have an A in the class so knowing how I can improve goes a long way for my grade and for me personally. Thank you again!!
- 28. Student 2 Thank you again for the audio feedback. I continue to get so much out of it. I addressed the points you mentioned from the last assignment except I thought you said paragraphs had to be 48 sentences which seemed long but I didn't question and purposefully tried to make my paragraphs longer. Now this week, I heard that you said 4 to 8 sentences. Haha! That makes WAY more sense. Now I feel silly for not asking. Regardless, I am happy my grade improved significantly thanks to your notes. I am aiming for a perfect paper this week :-)
- 29. Student 3 I think the Vocaroo pilot is a fantastic idea, and really works to bridge the disconnect that students may feel in an online course. Having the verbal review of an assignment, along with the Waypoint markup creates more of a holistic experience and I can honestly say I would have enjoyed having this opportunity throughout the duration of my program. I sincerely hope the finding prove useful and that the audio tool is employed across all programs.