Investigating expectations and experiences of audio and written assignment feedback in first-year undergraduate students

Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad((R)) from students within the same cohort and assignment. The results showed that although initially sceptical of audio compared to written feedback, there were no significant differences in students' experiences of audio and written feedback. Students' performance on the assignment was not associated with their experiences of audio feedback but first-class performing students (>70%) had more positive experiences of written feedback than those who received an upper second-class grade (60-69%). In general, the results imply that audio feedback provided through turnitin for iPad((R)) is a viable alternative to written feedback. The findings are discussed in relation to past research findings.