Abstract
Providing audio files in lieu of written remarks on graded assignments is arguably a more effective means of feedback, allowing students to better process and understand the critique and improve their future work. With emerging technologies and software, this audio feedback alternative to the traditional paradigm of providing written comments seems a natural progression to improve student learning. Its utility is especially significant for feedback on writing in mathematics, when it becomes easier for instructor corrections to not only point to deficiencies, but also offer more in depth explanations on the root causes of error in student formulations or mathematical modeling. This paper details the benefits of implementing an audio feedback technique for writing in mathematics, and provides results of a case study performed during four semesters of a collegiate freshman mathematics course. Given instructor initiative and startup time to acclimate to this new way of assessment, the benefits of the audio feedback alternative towards student learning appear substantial.
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