Reflections on using podcasting for student feedback

Abstract

As part of a year three module, at the University of Chester (University) assignment feedback was delivered by podcasting technology. This offered a novel approach to feedback that had the potential to be timely, constructive and individualised. This paper focuses on student perceptions and attitudes to podcasting assignment feedback (PAF) using data gathered from a pre- and post-podcasting questionnaire survey and a focus group discussion. The results suggested that the use of PAF provided enhanced opportunities to deliver both generic and individualised feedback to students, and an improved student learning experience. Less obvious ‘side-effects’ included the importance of the tone of oral delivery of the podcast, and the less superficial nature with which podcast feedback was apparently treated by students.