Audiotape Feedback for Essays in Distance Education

Abstract

Students who were required to write three short essays for a university level course on photochemistry at the Open university of the Netherlands received either audio-cassette or written feedback on their essays. The students receiving the audio feedback described their experience as personal, enjoyable, complete and clear. Those receiving written feedback described their experience as adequate. The amount of time spent by instructors supplying the feedback differed minimally (X audio = 53 minutes per student; X written = 49 minutes) with the major difference lying in the amount of time spent in preparation. This difference, possibly attributable to novelty with audio as a mode for feedback, was not significant. The amount communicated to the students with audio feedback (per instructor) was significantly greater than the amount communicated with written feedback. There was no difference in the final grades for the two groups of students.