COLLEGE TEACHING, 59: 45, 2011
Copyright

C Taylor & Francis Group, LLC
ISSN: 8756-7555 print / 1930-8299 online
DOI: 10.1080/87567550903252561
QUICK FIX
Pre-Recorded Online Audio Review Sessions
Laura Guertin
Penn State Bradywine
Audio technology is being increasingly integrated as a
tool to facilitate student learning. For example, some institu-
tions are recording classroom lectures, so students can go on-
line and review course content presented (Loudon and Sharp
2006). An audio file can be provided to students on a campus
server, through an online course management system, or on
a custom CD.
In addition to recorded classroom lectures, recorded re-
view sessions are important to make available to students.
Scheduled review sessions before quizzes and exams have
been shown to increase student performance and retention,
especially for high-risk students (Blanc, DeBuhr, and Mar-
tin 1983). However, it is not always possible to schedule an
on-campus, face-to-face review session for all students to at-
tend. A review session may conflict with another scheduled
course meeting time. Commuting students in particular are
faced with time conflicts, such as employment and family
obligations that take them off campus as soon as classes end.
I prefer to provide my students a prerecorded audio session
rather than hold an on-campus session that not all students
can attend, so that I can control the content and make sure
all important information is presented and reviewed. A pre-
recorded audio review session made available online can
not only engage students outside of class, but it also pro-
vides a mobile learning opportunity and the ability to access
the audio file at any time that is convenient in a student
schedule.
I create audio files, emphasizing basic knowledge and
comprehension, before giving quizzes to make sure students
review the basic course content. I record myself asking 25
questions and encourage students to pause the audio file be-
tween each question to formulate a response as if taking the
quiz right then and there. I gear the questions in the audio to
be lower on Bloom’s Taxonomic Scale (Bloom 1956). The
Correspondence should be sent to Laura Guertin, Penn State Bradywine,
Earth Science, 25 Yearsley Mill Road, Media, PA 19063, USA. E-mail:
uxg3@psu.edu
actual questions I ask on the quizzes are higher order on
Bloom’s Taxonomy, requiring synthesis and evaluation. If a
student can “master” the questions in the review session, this
ensures a good foundation to take the quiz.
I have surveyed my students to ask about their use of and
attitude toward the audio file. Only three students of the 34
that completed the survey did not access any of the audio re-
view sessions. Approximately three-quarters of the students
reported listening and writing down the questions with re-
sponses, while others listened and formulated responses in
their heads. All but one student stated that the audio re-
view sessions were a valuable resource to have available.
The one student that reported the review sessions were not
helpful explained that, since the exact questions from the
quizzes were not in the audio, the audio was not of any
use.
An online audio recording of a review session provides
an equal opportunity for all students to access material to
prepare for a quiz or exam. A prerecorded audio file allows
the faculty member to target the provided content to the
students, while the students can review the material on their
own time and at their own pace.
REFERENCES
Blanc, R. A., L. E. DeBuhr, & D. C. Martin. 1983. Breaking the attri-
tion cycle: The effects of supplemental instruction on undergraduate
performance and attrition. The Journal of Higher Education 54 (1):80–
90.
Bloom, B. S. 1956. Taxonomy of educational objectives, handbook 1: The
cognitive domain. New York: David McKay Co. Inc.
Loudon, M., & M. Sharp. 2006. Online class review: Using streaming-
media technology. Journal of College Science Teaching 36 (3):39–
43.
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Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may
not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may
not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.