A Comparison of Written and Audio Commentary in an Online Composition Class
PROCEEDINGS
Andrew Cavanaugh, Liyan Song, Towson University, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The purpose of this paper is to report a study examining the experience of four instructors and seven students in using written commentary on one paper and audio commentary on another paper for a 200-level composition class. The study used surveys and interviews as data collection methods. The results show that instructors had mixed feelings about the use of audio, while students tended to have positive feelings toward it. The findings also reveal that teachers tended to give more global commentary when using audio comments and more local commentary when using written comments. Implications for further research are discussed at the end of the paper.
Citation
Cavanaugh, A. & Song, L. (2010). A Comparison of Written and Audio Commentary in an Online Composition Class. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 379-385). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/33364/.
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