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Comparison of Audio Versus Written Feedback on Writing Assignments
Currents in Pharmacy Teaching & Learning (2016)
  • Eric C Nemec, II, Sacred Heart University
  • Matthew R. Dintzner, Western New England University
The primary objective of this article is to evaluate recorded audio feedback compared to written feedback for writing assignments for pharmacy students. Secondary objectives were to assess student perceptions regarding the use of recorded audio feedback.

Recorded audio feedback from two assignments was randomly selected and compared to a matched set of written feedback from a previous course offering. Feedback was analyzed for quantity and content using Linguistic Inquiry and Word Count (LIWC) 2007. Students were surveyed regarding their preference for audio feedback as well as their perceptions regarding acceptance and effectiveness.

Recorded audio feedback provided significantly more feedback compared to the historical control group. Linguistic analysis revealed that audio feedback was less negative and contained more directed feedback. Students generally preferred audio feedback and felt it more personal in nature.

Recorded feedback appears to be an effective alternative for feedback on written assignments.
  • assessment,
  • technology,
  • writing skills,
  • feedback,
  • audio
Publication Date
Citation Information
Nemec, E.C., & Dintzner, M. (2016). Comparison of audio versus written feedback on writing assignments. Currents in Pharmacy Teaching & Learning, 8(2), 155-159. doi:10.1016/j.cptl.2015.12.009