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

Publication ,  Journal Article
Wood, KA; Moskovitz, C; Valiga, TM
Published in: The Journal of nursing education
September 2011

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.

Duke Scholars

Published In

The Journal of nursing education

DOI

EISSN

1938-2421

ISSN

0148-4834

Publication Date

September 2011

Volume

50

Issue

9

Start / End Page

540 / 543

Related Subject Headings

  • Writing
  • United States
  • Program Evaluation
  • Pilot Projects
  • Nursing
  • Middle Aged
  • Male
  • Knowledge of Results, Psychological
  • Humans
  • Female
 

Citation

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Wood, K. A., Moskovitz, C., & Valiga, T. M. (2011). Audio feedback for student writing in online nursing courses: exploring student and instructor reactions. The Journal of Nursing Education, 50(9), 540–543. https://doi.org/10.3928/01484834-20110616-04
Wood, Kathryn A., Cary Moskovitz, and Theresa M. Valiga. “Audio feedback for student writing in online nursing courses: exploring student and instructor reactions.The Journal of Nursing Education 50, no. 9 (September 2011): 540–43. https://doi.org/10.3928/01484834-20110616-04.
Wood KA, Moskovitz C, Valiga TM. Audio feedback for student writing in online nursing courses: exploring student and instructor reactions. The Journal of nursing education. 2011 Sep;50(9):540–3.
Wood, Kathryn A., et al. “Audio feedback for student writing in online nursing courses: exploring student and instructor reactions.The Journal of Nursing Education, vol. 50, no. 9, Sept. 2011, pp. 540–43. Epmc, doi:10.3928/01484834-20110616-04.
Wood KA, Moskovitz C, Valiga TM. Audio feedback for student writing in online nursing courses: exploring student and instructor reactions. The Journal of nursing education. 2011 Sep;50(9):540–543.

Published In

The Journal of nursing education

DOI

EISSN

1938-2421

ISSN

0148-4834

Publication Date

September 2011

Volume

50

Issue

9

Start / End Page

540 / 543

Related Subject Headings

  • Writing
  • United States
  • Program Evaluation
  • Pilot Projects
  • Nursing
  • Middle Aged
  • Male
  • Knowledge of Results, Psychological
  • Humans
  • Female