Student engagement has been defined as being a pupil’s psychological investment in and effort directed towards learning (Martin and Bolliger, 2018). During the current period of remote learning, encouraging engagement is fundamental as pupils have more responsibility for their learning. They do not have the physical presence of their class teacher to encourage them to apply themselves to their learning activities. It was therefore considered important to explore how to engage children in their learning remotely.
Feedback can be one of the most powerful influences on learning and achievement and evidence has shown the type of feedback given can be differentially effective (Hattie and Timperley, 2007). Audio feedback is perceived to be more personal and enhances the pupil and academic relationship (Ice et al., 2007). A previous study concluded pupils who received audio feedback were more likely to re-use the feedback more than those who received written feedback (Nortcliffe, 2015). These studies would suggest that it could be beneficial to adopt verbal or audio feedback into remote learning and teaching.
The aim of this enquiry was to explore the impact of different feedback methods on pupil engagement in remote learning.