Research has shown that providing students with individualized feedback promotes learning but requires considerable time. A study comparing the effectiveness, feasibility, and amount of faculty time required to provide alternative forms of feedback to undergraduate agricultural students at Purdue University was conducted. Students were randomly assigned to receive either written or cassette audio tape recorded feedback in four agricultural education classes. Students had a more favorable attitude toward tape recorded feedback and performed as well as students who received written feedback. Less faculty time was required to provide audio tape feedback.
student feedback, alternative feedback