Cohort audio feedback case study

School / department: Nottingham Law School

Programme: LLB (distance learning)

Contact: Rebecca Huxley-Binns

Level of study: Level Three

Activity: Whole cohort audio feedback

Aim: Improve efficiency and effectiveness of feedback

This audio feedback activity was practiced in the academic year 2010 / 11 on the year long Law of Evidence module. The LLB distance learning programme cohort includes both UK and overseas students. The cohort size was 22.

Activity: Following submission and marking of each piece of module practice and assessed work (four assessments in total). Assessments were 1,500 word written assignments. Generic whole cohort audio feedback was posted in the module learning room.

Posting of audio feedback took place, usually, within a week of submission followed by individualised feedback (with returned assessment) within two weeks. The longest audio feedback recording posted was 14 minutes long and the shortest four minutes.

Typical audio feedback might consist of a summary of:

• where students performed well
• areas where improvements could have been made
• common mistakes
• areas where extra marks could have been gained.

A word document consisting of the outline answer was also posted in the learning room.

Feedback from students on this method of cohort feedback has been extremely positive, comments included:
“this is brilliant… can you do it again”, “I think I've seen the error of my ways, I look forward to receiving my individualised feedback and seeing how well I've done”.

Anecdotal responses from students indicate that this method of audio feedback also benefits student engagement in their studies. Staff have commented "it's the first time I've ever been thanked for telling a student where they've gone wrong."

Considerations
This example of whole cohort audio feedback has been used on a relatively small cohort, enabling feedback to cover the whole range of submissions. For larger cohorts feedback could be posted based on selection of marked submissions.

Students may also appreciate a transcript – or notes – of the content of the audio recording. This would make the material more inclusive.

Benefits to students: Feedback available to students whilst the submission is still relatively fresh in their minds.

Benefits to staff: Enables staff to get key messages across to students in a timely manner and in a manner which students are familiar with – i.e. students may perhaps interpret more from the lecturer's spoken word than they would through the written feedback. IT requirements/skills are quick and easy to master and student access to the feedback can be monitored through NOW.

Further information: Rebecca Huxley-Binns, LTC & Reader, Nottingham Law School

Other uses of audio communication (Via NOW) to students in NLS have included:

• clarification on content following a taught session – posting an audio file enabled the clarification to be communicated to  the whole cohort – not purely responding to the student/s who had queried it
• changes in the law – update on law changes relevant to students current work can be communicated
• student information – a "What is feedback" audio file was posted in the STRIDE AND SURVIVE NLS learning room
• quick messages –Staff became aware that students were becoming very anxious about a particular oral assessment – an audio file was posted, to clarify requirements, and reassure students – cohort size was 500 students
• potential future uses - Revision tips: audio tips could include what to revise and how to structure revision.