Abstract:

Frustrated with being time-constricted when offering students written feedback on their major course assignments, the presenter imagined the breadth and depth of feedback she could provide if the feedback was oral, rather than written. Following an experiment implementing recorded audio feedback (RAF) in a graduate class on university teaching, the presenter uncovered both intended and surprise outcomes so positive that she searched for other examples of practitioners of this feedback strategy. She discovered a small, but passionate array of teachers, internationally, who had also employed (recorded) oral feedback with the same results. In this session, the presenter will share the intended and unintended outcomes of the experiment, situate her findings in the literature on RAF, and finally, uncover connections among RAF, affective outcomes, and how emotions affect student learning.