[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595538-105":59,"doc-detail-595538-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","the-transfer-of-learning-associated-with-audio-feedback-on-written-work","The Transfer of Learning Associated with Audio Feedback on Written Work","","This study evaluated whether audio feedback given to undergraduate students (N=51) on one written paper would improve their grades on a different, unrelated paper of the same type. The research examined both learners’ beliefs about transfer and their actual ability to apply prior learning to a subsequent assignment. Findings showed strong perceived transfer and evidence of genuine generalization of overarching content and structure comments, even when topics differed markedly. Students and teaching assistants reported highly favourable views, describing the feedback as clear and comprehensive.",{"@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/the-transfer-of-learning-associated-with-audio-feedback-on-written-work/595538/",{"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/the-transfer-of-learning-associated-with-audio-feedback-on-written-work/595538.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Audio feedback是否会帮助学生在不同作业上迁移学习？","Question",{"text":112,"@type":113},"研究比较了学生在一篇纸面作业上的音频反馈后，能否将学到的内容迁移到同类型但不相关的后续作业。结果显示学生相信自己能够迁移，并且在后续作业中出现了对总体内容与结构性意见的实际泛化。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"研究如何同时考察“信念”与“真实迁移能力”？",{"text":117,"@type":113},"研究从两个方面进行评估：一是学生对学习迁移的信念；二是学生将前一次作业中学到的内容应用到后续作业的实际能力。",{"name":119,"@type":110,"acceptedAnswer":120},"学生与助教对音频反馈的评价如何？",{"text":121,"@type":113},"研究发现学生和教学助教对这种反馈表现出非常积极的回应。总体上认为音频反馈清晰且内容完整。","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},595538,1792208811,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 5 | Issue 1 | Article 8 |\n| --- | --- |\n| 11-4-2014\u003Cbr>The Transfer of Learning Associated with Audio Feedback on Written Work\u003Cbr>Tanya Martini\u003Cbr>Brock University, [tmartini@brocku.ca](tmartini@brocku.ca)\u003Cbr>David DiBattista\u003Cbr>Brock University, [david.dibattista@brocku.ca](david.dibattista@brocku.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.8) |  |\n\nRecommended Citation  \nMartini, Tanya and DiBattista, David (2014) \"The Transfer of Learning Associated with Audio Feedback on Written Work,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 5: Iss. 1, Article 8.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.8)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/8)  \nThe Transfer of Learning Associated with Audio Feedback on Written Work  \nAbstract  \nThis study examined whether audio feedback provided to undergraduates (N=51) about one paper would prove beneficial in terms of improving their grades on another, unrelated paper of the same type. We examined this issue both in terms of student beliefs about learning transfer, as well as their actual ability to transfer what had been learned on one assignment to another, subsequent assignment. Results indicated that students believed that they would be able to transfer what they had learned via audio feedback. Moreover, results also suggested that students actually did generalize the overarching comments about content and structure made in the audio files to a subsequent paper, the content of which differed substantially from the initial one. Both students and teaching assistants demonstrated very favourable responses to this type of feedback, suggesting that it was both clear and comprehensive.  \nCette étude examine la question de savoir si le feedback audio donné à des étudiants de premier cycle (N=51) concernant un travail écrit pouvait les aider à améliorer leur note pour un autre travail d’un autre ordre mais du même type. Nous avons examiné la question à la fois en termes des croyances des étudiants concernant le transfert des connaissances, ainsi qu’en termes de leur capacité réelle à transférer ce qu’ils avaient appris à propos d’un travail à un autre travail rédigé ultérieurement. Les résultats ont indiqué que les étudiants pensaient être capables de transférer ce qu’ils avaient appris par le biais d’un feedback audio. De plus, les résultats ont également indiqué que les étudiants avaient effectivement généralisé les commentaires principaux sur le fond et la forme présentés dans les fichiers audio et les avaient appliqués à un travail ultérieur dont le contenu était considérablement différent du premier. Tant les étudiants que les assistants enseignantsont fourni des réponses très favorables à ce type de feedback, suggérant que le tout était clair et compréhensible.  \nKeywords  \nformative feedback  \nCover Page Footnote  \nOur thanks to Barry Joe for supporting this project.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/8)  \nMartini and DiBattista: Audio Feedback and Learning Transfer  \nFormative feedback provides students with information about how their work compares to expectations and about how to improve their work to bring it to the desired standard (Brown & Glover, 2005) . Research has demonstrated that providing formative feedback is an important element of developing students’ writing skills, but there is also consensus that it is a timeconsuming process (Bailey & Garner, 2010; Ruiz-Primo & Li, 2013) . At a time","cbCaibd7R7cgjbO3","https://ap.wps.com/l/cbCaibd7R7cgjbO3","pdf",110192,"English","# Abstract\n## Research purpose and design\n## Previous evaluations of audio feedback","[{\"question\":\"Audio feedback是否会帮助学生在不同作业上迁移学习？\",\"answer\":\"研究比较了学生在一篇纸面作业上的音频反馈后，能否将学到的内容迁移到同类型但不相关的后续作业。结果显示学生相信自己能够迁移，并且在后续作业中出现了对总体内容与结构性意见的实际泛化。\"},{\"question\":\"研究如何同时考察“信念”与“真实迁移能力”？\",\"answer\":\"研究从两个方面进行评估：一是学生对学习迁移的信念；二是学生将前一次作业中学到的内容应用到后续作业的实际能力。\"},{\"question\":\"学生与助教对音频反馈的评价如何？\",\"answer\":\"研究发现学生和教学助教对这种反馈表现出非常积极的回应。总体上认为音频反馈清晰且内容完整。\"}]","The Transfer of Learning Associated with Audio Feedback on Written Work | PDF",1792081343,23]