Incorporating audio feedback to enhance inclusivity of courses

Authors

  • Sue Wilkinson University of Wales Institute Cardiff

DOI:

https://doi.org/10.47408/jldhe.v0i6.218

Keywords:

Inclusivity, learning development

Abstract

Higher education institutions are under increasing pressure to provide inclusive courses that are accessible to all students, and with the percentage of disabled learners in HE increasing each year, this has become a key factor in institutional strategies and teaching and learning agendas.à This paper briefly highlights the issues that have risen to the need for alternative methods of feedback, and offers support for why audio feedback is one way of bridging the gap between learner engagement and tutor feedback.à Audio feedback is an alternative method of communicating advice to students that not only benefits disabled learners, but also non disabled learners and also tutors.àà

Author Biography

Sue Wilkinson, University of Wales Institute Cardiff

Senior Needs Assessor,àCardiff Metropolitan UniversityàAssessment Centre.

Sue is currently working as a senior needs assessor inàCardiff Metropolitan University Assessment Centre. Her role involves assessing students in receipt of Disabled Students Allowance and making recommendations for study skills and technology support.à Prior to this Sue has worked in elearning, developing online learning modules, and also taught academic skills and carried out research in teaching and learning in higher education.à Sue has a PhD in Cognitive Psychology and has extensive experience of teaching psychology at many levels. Her research interests include the psychological processes involved in learning, learner engagement, and e-learning. Sue is currently developing interests in needs assessment and how assistive technologies can enhance learning for students with disability. Sue is also a fellow of the Higher Education Academy.à

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Published

09-12-2013

How to Cite

Wilkinson, S. (2013) “Incorporating audio feedback to enhance inclusivity of courses”, Journal of Learning Development in Higher Education, (6). doi: 10.47408/jldhe.v0i6.218.

Issue

No. 6 (2013)

Section

Opinion Pieces

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