Abstract
Whilst there is considerable literature on feedback for students and on the use of audio feedback, literature in the area of podcasting assignment feedback (PAF) remains sparse. Partly, this may be due to a lack of clarity about what counts as feedback, the way in which feedback is located pedagogically and the relationship between feedback pedagogy and feedback practices. Podcasting as a whole is also largely under‐researched. This article explores recent research on, and practices used for, PAF. It argues that PAF should be based on the principles of dialogic learning.
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