Share Paper: Student and Instructor Approaches and Preferences to Audio and Written Comments on Written Compositions in an Online Class

  1. Andrew Cavanaugh, University of Maryland University College, United States
  2. Liyan Song, Towson University, United States
Tuesday, October 22 2:00-2:30 PM Las Vegas Ballroom 6

Abstract: This study was conducted on the use of both written commentary and audio commentary in nine sections of an online 100-level composition class. Audio and written feedback was given to first drafts of two different essays. Forty-nine students were surveyed and 10 students were interviewed on their experiences in receiving the feedback on global-, middle-, and micro-level issues in their papers. Five instructors also were surveyed and interviewed. The results showed that, for global- and middle-level items, students felt that they understood their instructors’ feedback more effectively when receiving audio comments than when receiving written comments. However, their impressions on ...