Hearing you loud and clear: student perspectives of audio feedback in higher education

Abstract

The use of audio feedback for students in a full-time community nursing degree course is appraised. The aim of this mixed methods study was to examine student views on audio feedback for written assignments. Questionnaires and a focus group were used to capture student opinion of this pilot project. The majority of students valued audio feedback as more detailed, personalised and supportive than written feedback. Lecturers were also consulted about their experience of audio feedback and its place within current assessment strategies. Further development of this innovative assessment feedback strategy and its integration into a post-registration nursing course is considered.