A Quantitative and Qualitative Analysis of Audio Comments and Written Comments from Instructors in a 100-Level Online Composition Class

ID: 40599 Type: Brief Paper
  1. Andrew Cavanaugh, University of Maryland University College, United States
  2. Liyan Song, Towson University, United States

Tuesday, October 22 4:40 PM-5:00 PM

No presider for this session.

: This study was conducted on the use of both written commentary and audio commentary in five sections of an entry level undergraduate online composition class. A repeated measures analysis of variance (ANOVA) was conducted to compare the number of words commented on and the number of items commented on for written commentary and audio commentary. The results indicated that two main effects and one interaction effect occurred. The first main effect was that the media used produced a statistically significant effect, with the use of audio resulting in a higher number of words than the use of written text for all five instructors. The second main effect was that the teacher giving the comments produced a statistically significant effect. The interaction effect was between the media and the teacher. Follow-up surveys and interviews with the five instructors provided additional insight on the different commenting patterns among the instructors.

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