Show simple item record

dc.contributor.authorIssa, Tomayess
dc.contributor.authorIsaias, Pedro
dc.contributor.authorIssa, Theodora
dc.date.accessioned2017-01-30T14:23:22Z
dc.date.available2017-01-30T14:23:22Z
dc.date.created2014-02-27T20:00:41Z
dc.date.issued2014
dc.identifier.citationIssa, Tomayess and Isaias, Pedro and Issa, Theodora. 2014. Does 'MP3' Audio Feedback Enhance Students' Learning Skills? An International Case Study. The International Journal of Learning. 19: pp. 15-28.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/38592
dc.description.abstract

Feedback in higher education, via either traditional or technology approaches, is essential to promote students' skills and knowledge. This study aims to assess students’ responses to the lecturer’s ‘MP3’ audio feedback in four postgraduate units in Australia and Portugal. Two methods are used to provide feedback to the students: traditional and audio ‘MP3’ feedback. The former tracks via a Microsoft word application system, giving academics the chance to include comments regarding what went wrong, and how things might be improved in terms of the topic, structure, layout, style, referencing, grammar and syntax, and proofreading requirements embedded within the assessment. The ‘MP3’ approach, on the other hand, recodes the feedback message using the free software ‘Audacity’. This ‘MP3’ contains a personalized message highlighting the good and bad points, and provides suggestions for improving the final submission. This study provides empirical evidence based on three sources: informal and formal student feedback, and an online survey. The 184 students who participated in the study appeared to be pleased and quite satisfied with the ‘MP3’ audio assessment feedback approach as their learning outcomes and their writing, research, listening, and technology skills were enhanced.

dc.publisherCommon Ground Publishing
dc.subjectAustralian and Portuguese Higher Education
dc.subjectLearning Skills
dc.subjectMP3 Audio Feedback
dc.titleDoes 'MP3' audio feedback enhance students' learning skills?: An international case study
dc.typeJournal Article
dcterms.source.volume19
dcterms.source.startPage15
dcterms.source.endPage28
dcterms.source.issn1447-9494
dcterms.source.titleThe International Journal of Learning
curtin.department
curtin.accessStatusOpen access


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record