The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research

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Ice, P., Swan, K., Kupczynski, L. & Richardson, J. (2008). The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5646-5649). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29162.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Phil Ice, University of North Carolina Charlotte, USA; Karen Swan, Kent State University, USA; Lori Kupczynski, University of Texas - Pan American, USA; Jennifer Richardson, Purdue University, USA

Abstract

A nested mixed methods design was utilized to assess the impact of asynchronous audio feedback in an online course. Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance, 2. audio feedback was associated with feelings of increased involvement and enhanced learning community interactions, 3. audio feedback was associated with increased retention of content, and 4. audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were far more likely to apply content for which they received audio feedback than content for which text-based feedback was received and at significantly higher cognitive levels. This presentation explores the original study, an ongoing study and two emerging, related areas of inquiry.

Keywords

• Students
• Audio

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