Audio feedback for student writing in online nursing courses: exploring student and instructor reactions.

Journal Article

Because scientific writing is an essential skill for advanced practice nurses, it is an important component of graduate education. Faculty typically provide written feedback about student writing, but this may not be the most effective choice for the distance-learning environment. This exploratory pilot study's aim was to compare spoken, recorded feedback with written feedback in three areas: which approach do students perceive as providing more useful guidance; which approach helps students feel more connected to the course; and which approach do instructors prefer? Students enrolled in an evidence-based practice graduate-level course received asynchronous audio feedback on their written assignments instead of the written feedback they received in other courses. Results from a survey completed by 30 students at completion of the course suggest a strong preference for audio feedback. This pilot study suggests that audio feedback may be preferable to written comments for distance learning courses.

Full Text

Duke Authors

Cited Authors

  • Wood, KA; Moskovitz, C; Valiga, TM

Published Date

  • September 2011

Published In

Volume / Issue

  • 50 / 9

Start / End Page

  • 540 - 543

PubMed ID

  • 21667881

International Standard Serial Number (ISSN)

  • 0148-4834

Digital Object Identifier (DOI)

  • 10.3928/01484834-20110616-04

Language

  • eng

Conference Location

  • United States