"Using Kaizena enhanced teachers’ relationships with students"
In her doctoral dissertation, "The Impact of Audio Feedback Technology on Writing Instruction,” Dr. Bless case-studies teachers in the U.S and around the world who use Kaizena and explores how Kaizena impacted their classrooms. Dr. Bless found that Kaizena audio feedback "was more personalized and efficient than written feedback” and that “using Kaizena enhanced teachers’ relationships with students.” By speaking their feedback, teachers felt more personally connected to their students, and the time saved from grading papers and writing feedback afforded more time and energy for teachers to interact with students in person.
Teachers also reported that students preferred and understood audio feedback better than written feedback. By hearing the tone of their teacher’s voice, students were more likely to feel supported in their writing. Hearing comments, instead of reading them, left students more receptive to the feedback and increased their desire to improve.Read More
"This paper examines the benefits of using audio, as opposed to written, feedback in an attempt to overcome student criticisms. The results were, generally, very positive."
"This paper describes audio-feedback as a teaching method for English-as-a-Second-Language (ESL) writing classes. Using this method, writing instructors respond to students' compositions by recording their comments onto an audiocassette."
"This article is concerned with a method of giving feedback which attempts to address the problem of giving more feedback in less time."
"The researchers conclude that the field has adequate evidence and rationale to support the use of AAC broadly and routinely in online classrooms."
"Students perceive audio feedback as personal and enjoyable, and it helps increase their interest and feel the instructor’s care."
"The students responded very positively to the audio file feedback judging it to be good quality because it was easier to understand, had more depth and was more personal."
"Our investigations revealed an overwhelming student preference for asynchronous audio feedback as compared to traditional text based feedback, with no negative perceptions of the technique."
"We do believe that audio feedback can be used successfully to meet student feedback expectations. These expectations can be met through feedback which has the potential to be more personal, more in-depth and we would argue more engaging."
"The available research evidence suggests that formative assessment produces greater increases in students' achievement than class-size reduction or increases in teachers' content knowledge, and at a fraction of the cost.""
"This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective"
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