title: Audio feedback for student writing in online nursing courses: exploring student and instructor reactions.
abstract: Because scientific writing is an essential skill for advanced practice nurses, it is an important component of graduate education. Faculty typically provide written feedback about student writing, but this may not be the most effective choice for the distance-learning environment. This exploratory pilot study's aim was to compare spoken, recorded feedback with written feedback in three areas: which approach do students perceive as providing more useful guidance; which approach helps students feel more connected to the course; and which approach do instructors prefer? Students enrolled in an evidence-based practice graduate-level course received asynchronous audio feedback on their written assignments instead of the written feedback they received in other courses. Results from a survey completed by 30 students at completion of the course suggest a strong preference for audio feedback. This pilot study suggests that audio feedback may be preferable to written comments for distance learning courses.
authors.affiliation: Duke University School of Nursing, Durham, NC, USA. kathryn.wood@duke.edu
authors.forename: Kathryn A
authors.initials: KA
authors.lastname: Wood
authors.forename: Cary
authors.initials: C
authors.lastname: Moskovitz
authors.forename: Theresa M
authors.initials: TM
authors.lastname: Valiga
mesh_terms: D000328:Adult; D057179:Advanced Practice Nursing / Q000193:education*; D020375:Education, Distance / Q000379:methods*; D004511:Education, Nursing, Graduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D007721:Knowledge of Results, Psychological; D008297:Male; D008875:Middle Aged; D010865:Pilot Projects; D015397:Program Evaluation; D014481:United States; D014956:Writing