2. Principal Investigators Research Project Faculty
Sharon Misfeldt
Heather Gold
Denise Nelson Crystal Spooner
Ron Smallwood
Karen Wightman
Deb Mervold
Lyanne Faucher
Consultant
Dr. Phil Ice
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3. Gain an increased awareness of the use of
audio feedback for teaching, social and
cognitive presence at a distance.
Critique or inquire about the research
process.
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4. Research initiated and partially funded by Campus
Saskatchewan
Inspired by the work of Dr. Phil Ice et al.
◦ 2007 Article - Using Asynchronous Audio Feedback to Enhance
Teaching Presence and Students' Sense of Community
◦ PPT Presentation CNIE conference 2008, quot;The Impact of
Asynchronous Audio on Teaching, Social and Cognitive Presence”
Developed summary for Faculty
Developed Notes on Audio Commenting October 2008
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6. The exploration, construction, resolution and
confirmation of understanding through
collaboration and reflection in a community of
inquiry.
(Garrison, 2007)
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7. The degree to which participants in computer
mediated communication feel socially and
emotionally connected
The ability of participants in a community of
inquiry to project themselves socially and
emotionally -- as „real‟ people.
(Richardson & Swan, 2003)
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8. The design, facilitation and direction of
cognitive and social processes for the purpose
of realizing personally meaningful and
educationally worthwhile learning outcomes.
88
Instructional Design and Organization
Facilitation of Discourse
Direct Instruction
(Ice, 2008)
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9. Sense of community (social presence)
Instructor‟s ability to affect more
personalized communication with
students
Student satisfaction
Audio
Effective in conveying nuance
feedback
Feelings of increased involvement and
enhanced learning community
interactions
Perception that the instructor cared
more about the student
(Ice, 2007)
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10. Retention of content
Students 3 times more likely to
apply content
Level at which students applied
such content
Audio
Quantity of feedback (255%
feedback
more)
Time required to provide
feedback (75% less)
(Ice, 2007)
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12. Between audio and text-based student feedback in
asynchronous learning networks, which do students
believe is a more effective means of interaction with
their faculty?
How does the use of audio feedback impact the sense
of community in asynchronous learning networks?
What relationship exists between the use of audio
feedback and student satisfaction?
In what manner is perceived learning impacted by the
use of audio feedback?
What relationship exists between the use of audio
feedback and faculty satisfaction?
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13. Campus Sask. research proposal
Ethics approval
Faculty Training re theory and process
Collecting data from Fall 2009 – Spring 2010
Random selection of student assignments (e.g., 6
assignments in course; 3 text feedback, 3 text
and audio feedback)
Student and faculty data
◦ Interviews
◦ Focus groups
◦ Web survey
Final report to Campus Saskatchewan December
2010
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14. Students enrolled in the following online
programs:
Practical Nursing Program (~14 students)
Perioperative Nursing Program (~18 students)
Faculty Certificate Program (~14 students)
◦ credential through U of Regina
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15. Adobe Acrobat 9 Professional/Extended
Headset with microphone
Noise-cancelling
◦
USB
◦
Stereo
◦
Examples (*Dynex, Plantronics)
◦
Computer with speakers
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16. Read the student work
Plan feedback
◦ Constructive feedback according to rubric criteria
Content
Writing style
◦ Placement
Embed with student work
Summative comments
◦ Text vs. audio comments
Text – writing style
Audio – personalization, critical analysis
Consistent approach
Embed audio comments – intended to replicate
non-scripted verbal interactions which
occur face-to-face
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17. Printability (e.g., sticky notes do not print)
Personalization (e.g., use of pencil tool to
create checkmark vs. stamp checkmark)
Need for conciseness
Consistency of approach (i.e., grade given in
text form)
Others?
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19. “Excited! Looking forward to learning how to
improve current practice & improve the quality of
feedback for our students. Incorporating advancing
technology can be challenging, but it certainly helps
improve delivery & streamline our work. It‟s
exciting to be involved in a project such as this & to
see the students responding to greater use of
technology.”
“I am excited to try audio feedback. I think it will be
a really positive addition to my online course.”
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20. “I really like that software that you are using. In previous classes, I‟ve
had to wait for assignments to be returned via inter-office mail to see
written comments; now, I can get them right away. And I really like
being able to get voice comments! I could see how, as a marker, the
ability to leave a voice comment would be really nice!”
“I just finished reviewing my lab assignment from you and my first
thought when I heard your voice was quot;creepyquot;. lol. I'm not that used to
some one talking to me through my computer when I can't see them. I
like the idea though. It adds a personal touch since we rarely if ever get
a chance to see each other. I appreciate it. I'm sure it's added work for
you.”
“The audio is pretty cool!!”
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21. March 20th Adobe Connect session recording
http://mm.eduadvisory.adobe.acrobat.com/p8
8522439/
April 24th Adobe Connect session
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