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Several small-scale studies have suggested that audio feedback can help students to reflect on their learning and to develop deep learning approaches that are associated with higher attainment in assessments. For this case study, Geography undergraduates were given audio feedback on a written essay assignment, alongside traditional written feedback. The pros and cons of such a technique are explored via student questionnaires, focus groups and individual interviews, combined with a stimulated recall session with the tutor to analyze the feedback process. Results highlighted the need for careful consideration of various factors (optimum time length, style, tone of voice, the register of language and timing) when giving audio feedback.
Rodway‐Dyer et al. (Thu,) studied this question.