[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600145-105":59,"doc-detail-600145-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","audio-feedback-in-distance-design-education","Audio feedback in distance design education","","The paper examines how feedback supports tuition in a distance design course at The Open University in the United Kingdom. It compares a blended feedback model that combines audio with summary text against an existing written-only feedback model. The study finds no major differences in assessment outcomes, while differences emerge in students’ activity and approach. Students also show extended, unexpected feedback engagement, and the blended approach is argued to strengthen student-tutor interactions and learning outcomes in distance settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/audio-feedback-in-distance-design-education/600145/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/audio-feedback-in-distance-design-education/600145.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What feedback models are compared in the paper?","Question",{"text":112,"@type":113},"The study compares a blended feedback model (audio plus summary text) with an existing written-only feedback model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Do the different feedback models change student assessment outcomes?",{"text":117,"@type":113},"The blended model shows no major differences in student assessment outcomes compared with written-only feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the blended model affect student engagement with feedback?",{"text":121,"@type":113},"Differences are observed in students’ activity and approach, including engagement in extended and unexpected feedback opportunities beyond typical models.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600145,1792623998,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Audio feedback in distance design education  \nDerek Jones, The Open University, UK  \nClive Hilton, The Open University, UK  \nAbstract  \nThis paper reports on the use of feedback as part of a tuition strategy applied in a distance design course at The Open University in the United Kingdom. A blended feedback model (audio and summary text) was compared to the existing written-only feedback model in terms of student attainment, use, and perception. Comparison of feedback models confirms findings in the literature around the affective and interpersonal qualities of audio feedback, primarily in developing the relationship between student and tutor in a distance design education setting. The blended model demonstrated no major differences in student assessment outcome but differences in student activity and approach to feedback were observed, specifically that students engage in a series of extended and unexpected feedback opportunities beyond simple models of feedback normally assumed. It is proposed that a blended model, as part of a suite of approaches in a learning design, is more effective than either written or audio alone, allowing far richer student-tutor interactions and outcomes in distance settings.  \nKeywords  \nDistance design education, Student-tutor relationship, Feedback, Studio feedback, Feedforward,  \nIntroduction  \nIn design education, the master-apprentice relationship between student and tutor is a historically grounded and signature pedagogy that translated readily to the academy with the professionalisation of design education (Schön, 1987; Cuff, 1992; Shulman, 2005; Sennett, 2008) . This paradigm is still very much in evidence today, albeit the authority of the ‘master’and associated problems of power imbalances are being recognised and the benefits of a more nuanced relationship emerging (Webster, 2005; Lyon, 2011; I. Mewburn, 2011) . More recent explorations of the student-tutor relationship demonstrate the importance of taking a studentcentred approach, recognising the co-construction that takes place in positive student-tutor interactions and relationships (Orr et al., 2014; Boling, 2016; Orr & Shreeve, 2018) . Research demonstrates that, instead of the tutor acting only as an authoritative expert, better outcomes arise when the tutor uses their expertise to support individual learning through a dialogic approach, where the tutor acts as a ‘liminal servant’(Webster, 2004) .  \nIn a distance education setting, establishing and maintaining any form of student contact and relationship is a very different challenge (Simpson, 2008; Hill et al., 2009) . Hence, how the tutor student relationship noted above is adapted to, and supported in, a distance setting requires particular attention. One key method is through assessment points and using feedback loops as key formative tuition events. Encouraging students to engage with such tuition appropriately, then, has to be supported in ways appropriate to both student needs as well as to the subject studied (Gibbs & Simpson, 2004) .  \nSuch approaches in distances education are argued to be similar to dialogic modes of continuous feedback in a traditional design studio setting, relying on the affective qualities of interaction as much as the content (Webster, 2005; I. B. Mewburn, 2009) . However, the further challenge of distance is in the loss of such affective qualities, interactions, and events. This paper explores how some of these challenges may be approached in design subjects at a distance and presents a particular method (or blend of methods) of assessment and feedback that demonstrates evidence of affective engagement in assessment and tuition analogous to that seen in traditional studio settings.  \nBackground and context  \nThe Open University (OU) is the largest distance and part time education provider in the UK and offers under-and post-graduate degrees (ordinary and honours) in a range of subject area. The study material is designed to be studied at a distan","cbCaieRqVoZJ83f2","https://ap.wps.com/l/cbCaieRqVoZJ83f2","pdf",607460,23,"English","# Introduction\n## Background and context\n## Assessment feedback","[{\"question\":\"What feedback models are compared in the paper?\",\"answer\":\"The study compares a blended feedback model (audio plus summary text) with an existing written-only feedback model.\"},{\"question\":\"Do the different feedback models change student assessment outcomes?\",\"answer\":\"The blended model shows no major differences in student assessment outcomes compared with written-only feedback.\"},{\"question\":\"How does the blended model affect student engagement with feedback?\",\"answer\":\"Differences are observed in students’ activity and approach, including engagement in extended and unexpected feedback opportunities beyond typical models.\"}]","Audio feedback in distance design education | PDF",1792090120,58]