Audio Feedback for Student Writing in Online Nursing Courses: Exploring student and instructor reactions

Kathryn Wood
Cary Moskovitz
Theresa Valiga

Abstract

Keywords

Annotation

This study compared and contrasted spoken, written and audio-recorded feedback in a graduate nursing course. The researchers were interested in which type of feedback students would feel best contributed to course connectivity and usefulness and also which type of feedback is viewed as most efficient by instructors. 30 students in a MSN course took the survey during Fall 2009, which was examined through content analysis. 80% felt audio feedback was more personal than written, 60% found it more motivational, and 50% felt they retained the feedback better. Those who identified themselves as visual learners preferred written comments. Results suggest that audio feedback increases presence in online courses and more personalized and nuanced comments increase graduate student perceptions that faculty care about them personally.

APA Citation

Wood, K. A., Moskovitz, C., Valiga, T. M. (2011). Audio feedback for student writing in online nursing courses: Exploring student and instructor reactions. Journal of Nursing Education, 50, 540-543. doi: 10.3928/01484834-20110616-04

About the Study

Links to Article https://www.healio.com/nursing/journals/jne/2011-9-50-9/%7Bf9632565-dbff-4c49-94af-325641266623%7D/audio-feedback-for-student-writing-in-online-nursing-courses-exploring-student-and-instructor-reactions#divReadThis
https://doi.org/10.3928/01484834-20110616-04
Mode Online
Publication Type Journal Article
In Publication Journal of Nursing Education
Type of Research Quantitative
Research Design Survey research (qualitative or quantitative)
Intervention/Areas of Study
Level of Analysis Student-level
Specific Populations Examined Graduates
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics Professions
Outcome Variables of Interest Learning effectiveness
Student Sample Size 0-99
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