Poster 1

Michael Henderson
Monash University
@mjhenderson

Michael Phillips
Monash University
@thinkingmike

Tracii Ryan
Monash University
@traciiryan

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Tuesday 5 December 3pm – 3.45pm
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Abstract

A growing body of research indicates digitally recorded (audio, video, and screencast) assessment feedback can be more detailed, clear, and personalised than text-based feedback comments. However, few studies have compared digitally recorded feedback with other modalities, such as face-to-face conversations and rubrics. In response, this poster reports on a survey of 4514 students from two Australian universities regarding the level of detail, personalisation and usability of feedback according to the most common feedback modalities: handwritten comments, electronic annotations, face-to-face conversations, digital recordings (e.g., audio, video), and marking sheets/rubrics. The results revealed three statistically significant trends. First, students who received digital recordings were more likely to agree that the comments were detailed, personalised, and usable when compared to students who received any of the other four modalities. Second, students who received more than one mode of feedback (e.g., a rubric as well as written comments) had higher levels of agreement than students who received only one mode. Third, students who received multiple modes of feedback had higher levels of agreement when one of those modes was a digital recording. The findings add to our understanding of effective feedback design, indicating that we need to consider the importance of media richness and the value of offering multiple channels or modes of feedback. The poster concludes with recommendations for the use of digitally mediated feedback design as well as further research.

About the authors

Michael Henderson

Michael Henderson is an Associate Professor and Director of Graduate Studies in the Faculty of Education at Monash University. He researches and teaches on the topics of educational technology and instructional design, including ethics of social media use, and assessment feedback designs. Michael leads the OLT funded project Feedback for Learning and is a Lead Editor for AJET.

Michael Phillips

Michael Phillips is a Lecturer in the Faculty of Education, Monash University. His work focuses on the knowledge expert teachers develop when integrating educational technologies into their practice. Additionally, Michael researchers the ways in which expert teachers make active decisions about their classroom technology integration. Michael’s research regularly involves collaboration with colleagues from Australia, the United States, Europe, Asia and the sub-continent. Michael is a team member of the OLT funded project Feedback for Learning and leads the Learning with New Media research group. Michael is an Associate Editor for AJET.

Tracii Ryan

Dr Tracii Ryan is a Research Fellow in the Faculty of Education at Monash University. Tracii has research expertise relating to the motivations, outcomes, and individual differences associated with internet use. Tracii also has several years of experience working across a range of research projects within the higher education context, and her most recent work focuses on assessment and feedback.