Using audio email feedback in formative assessment

The importance of formative assessment in promoting student learning is well recognised within pedagogical communities of practice [1] and continues to be noted by researchers (e.g. [2, 3]). Formative assessment is specifically intended to produce feedback on student performance thereby improving and accelerating learning [1]. ‘Surface’ approaches to learning which often characterises other assessment approaches is discouraged and increased learning can be achieved [4]. Despite the importance ascribed to formative assessment, very few formative assessment opportunities are generally made available to students in HE [5]. A commonly cited reason for this is the limited time lecturers have within semester-based systems to produce and deliver the feedback necessary to affect changes in student learning behaviour, often within increasingly large student cohorts [3]. For ‘formative learning’ to occur and the benefits of formative assessment to be achieved, feedback needs to timely, relevant and delivered to students prior to summative assessment. Ameliorating the above stated problems in HE formative assessment therefore provides the motivation behind our work. A number of researchers have reported positively on the use of a variety of emerging technologies within HE formative assessment and feedback strategies [6, 7, 8]. In this paper we report on the use of audio email feedback as a means of delivering detailed formative feedback to students. In particular, we focus in the deployment of Wimba Voice [9] to deliver formative feedback as voice emails to level one undergraduate students studying within the domains of business and web technologies. Preliminary results of a formal evaluation of audio email feedback on student learning will also be summarised

Equity and Inclusion in Health Programming

Equity and inclusion are key issues for the Swiss Agency for Development and Cooperation (SDC), given its strong commitment to the Agenda 2030 principle of “leaving no one behind” and to achieving Universal Health Coverage. However, efforts to guarantee equity and inclusion face not only technical and material challenges but also social and political ones, especially in relation to governance and accountability

Exploring the Efficacy of Audio Email Feedback in Information Management Assessment (ExAEF Project) : Final Report

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. A quasi-experimental study employing qualitative techniques for triangulation was conducted to formally evaluate the efficacy of formative audio feedback on student learning in a web technologies module. We focussed on the delivery of 'voice emails' to undergraduate students (n = 66) and attempted to evaluate the efficacy of such feedback in formative assessment and ergo students’ learning, as well as achieving a better understanding of students’ feedback behaviour post-delivery. The results indicated that audio feedback better conforms to existing models of ‘quality’ formative feedback as defined by the pedagogical research, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this and high levels of feedback re-use by student participants, the audio treatment group underperformed in learning tasks when compared to the control group. The benefits to be gained when using audio feedback has led to its wider adoption within information and computer science teaching practice and greater use of formative assessment in taught modules

Investigating 'voice email' technology efficacy in information management assessment

This paper introduces the use of 'voice emails' as an approach to improving formative feedback and describes how such technology can be embedded within curricula. A quasi-experimental study was conducted with a student sample (n = 42) comparing audio and written approaches to feedback delivery. Student performance at formative and summative assessment points was analysed and the influence of the feedback format used was studied. The ability of voice emails to better meet recognised theoretical models of 'quality' formative feedback was also investigated using a specially designed web survey research instrument. Results reveal that in most instances voice email can better meet the conditions of formative feedback thus enhancing the student learning experience. Results from the study also suggest that voice email feedback, although offering many positive applications to lecturers, may not significantly improve the learning of students

Exploratory evaluation of audio email technology in formative assessment feedback

Formative assessment generates feedback on students’ performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi-experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of ‘voice emails’ to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post-delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re-use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning

Trajectory of social isolation following hip fracture: an analysis of the English Longitudinal Study of Ageing (ELSA) cohort

Background: social isolation is defined as a lack of meaningful and sustained communication or interactions with social networks. There is limited understanding on the prevalence of social isolation and loneliness in people following hip fracture and no previous understanding of how this changes over time. Objective: to determine the prevalence and trajectory of social isolation and loneliness before a hip fracture, during the recovery phase and a minimum of 2 years post-hip fracture in an English population. Methods: data were from the English Longitudinal Study of Ageing (ELSA) cohort (2004/5–2014/15). The sample comprised of 215 participants who had sustained a hip fracture. Measures of social isolation and loneliness were analysed through multilevel modelling to determine their trajectories during three-time intervals (pre-fracture; interval at hip fracture and recovery; minimum 2 years post-fracture). The prevalence of social isolation and loneliness were determined pre- and post-fracture. Results: prevalence of social isolation was 19% post-hip fracture and loneliness 13% post-hip fracture. There was no statistically significant change in social isolation pre-fracture compared to a minimum of 2 years post-fracture (P = 0.78). Similarly, there was no statistically significant change in loneliness pre-fracture compared to a minimum of 2 years post-fracture (P = 0.12). Conclusion: this analysis has determined that whilst social isolation and loneliness do not change over time following hip fracture, these remain a significant problem for this population. Interventions are required to address these physical and psychological health needs. This is important as they may have short and longer term health benefits for people post-hip fracture

Changes in social isolation and loneliness following total hip and knee arthroplasty: longitudinal analysis of the English Longitudinal Study of Ageing (ELSA) cohort

Objective: To determine the prevalence and change in social isolation and loneliness in people before and after THA and TKA in England. Design: The English Longitudinal Study of Ageing dataset, a prospective study of community-dwelling older adults, was used to identify people who had undergone primary THA or TKA because of osteoarthritis. Social isolation was assessed using the ELSA Social Isolation Index. Loneliness was evaluated using the Revised University of California, Los Angeles (UCLA) Loneliness Scale. The prevalence of social isolation and loneliness were calculated and multilevel modelling was performed to assess the potential change of these measures before arthroplasty, within a two-year operative-recovery phase and a following two-year follow-up. Results: The sample consisted of 393 people following THA and TKA. The prevalence of social isolation and loneliness changed from 16.9% and 18.8% pre-operative to 21.8% and 18.9% at the final post-operative follow-up respectively. This was not a statistically significant change for either measure (p=0.15; p=0.74). There was a significant difference in social isolation at the recovery phase compared to the pre-operative phase (p=0.01), where people following arthroplasty reported an increase in social isolation (16.9% to 21.4%). There was no significant difference between the assessment phases in respect to UCLA Loneliness Scale score (p≥0.74). Conclusions: Given the negative physical and psychological consequences which social isolation and loneliness can have on individuals following THA or TKA, clinicians should be mindful of this health challenge for this population. The reported prevalence of social isolation and loneliness suggests this is an important issue

Trajectory of physical activity following total hip and knee arthroplasty: data from the English Longitudinal Study of Ageing (ELSA) cohort

Purpose: To determine the prevalence and trajectory of physical activity levels in people before and after total hip (THA) and total knee arthroplasty (TKA).  Materials and Methods: An analysis of the English Longitudinal Study of Ageing (ELSA) (2004/5 to 2014/15) cohort study, a prospective study of community-dwelling older adults. 201 people who received a THA or TKA for the management of osteoarthritis were identified. Physical activity was assessed through the frequency of engagement in sedentary, mild, moderate and high physical activity levels pre-operatively, during the recovery phase and a minimum of two years’ post-operatively.  Results: There was a statistically significant decrease in physical activity from the pre-arthroplasty phase to the operative-recovery phase (p<0.01), and a significant increase in physical activity from the operative-recovery phase to final follow-up (p=0.05). However, overall there was no significant change in physical activity from pre-operatively to final follow-up where prevalence altered from 8% (95% Confidence Intervals (CI): 5% to 12%) to 13% (95% CI: 9% to 18%)(p=0.15). Increasing age, male gender and greater depressive symptoms were explanatory variables associated with physical inactivity (p<0.02).  Conclusion: Physical activity does not increase following THA or TKA. A proportion of the arthroplasty population remain physically inactive