Voice Response for Written Assignments: A Mixed-Methods Analysis on Student Growth and Creation of Writing Communities (Poster 40)

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session 2

Abstract

This session discusses a three-year collaboration between a university professor and a secondary English teacher. Instructors sought to maximize engagement on feedback and to increase rapport particularly during the two-year pandemic. Voice memos were generated either through a LMS or simple voice texts to cellphones. Research questions were:
• What are the results of receiving audio feedback on students’ perceptions of their writing skills?
• What are the results of receiving audio feedback on communication and rapport between the instructor/student?
• What are the results of receiving audio feedback along with rubric feedback on writing assignments as compared to receiving written feedback/rubrics alone?
Preliminary results showed positive impact on learning and on rapport-building/creation of writing communities in online learning environments

Author

• Kelly Morris Roberts, Meredith College