~ kJ. c S~ Z ~ C~I~~ o~on t~~d~~~ ~h s~t u d ~o ond ~ ~ ~, ~ t d ~ in~scit ~ m t ~ ~ =me ond Enginewin#, FFn 1989: National Science Foundation: Washington, DC,
Literature Cited
6. ~
1. OponDmrs 1990 1991:Zikopoulaa, M., Ed.: 1natihlteofIntemationalEduestion:New YWk. 1991; pp PS. 2 Dodge, 5. ChmndrofHkhzrEducafion 1991, (Odober23).Al,A39-A41. 3. OpnDmrs 1990 1991:Zhauloul, M., Ed.;h t i t u t e o f h ~ a t i i n a l E d d d d t i i i : N ~ w Ymk, 1991: pp 65-68. 4. OpenDmrs 1990 1991;Zibpaulos. M.,Ed.:htituteof1ntematianalEducation:Nev Ymk, 1991; pp 29.75. 5. Huckenpohler, J. G. Seloetni Doto an G r d u o t . Stuknts mdPosfdocfomtes in Scimce ondEnginedng, Fd11989: National Science F o u n d a h : Washingbn. DC, 1990.
1990;TableaC.4 and C-18. n Guidelim=for I. C ~ : o m m i f l ~ o n P m 6 s ~ l o l o l o l % i N n # o f t i mChzmimlSmiety Ce?tiflPdProgmm,AmAmerican Chemical Smish, 1989. 8. Huckenpohler, J. 0. SekctedDofo on Omdunte Stdents Md Posfdocfomles in Seie m and Enginering, Fall 1989, National Sdenee Foundation: Waahinpton. DC, 1990; Tables C-18 and C.80. 9. OpnDoors 1990 1991;Zikopouloa,M..Ed; Inatihlteof lntemationalEducation:New York, 1991; pp 29.
Old Technology Revisited The Use of Audio Tapes David Goodrick School of Health Sciences, Edinburgh Building, University of Sunderland, Sunderland, England In these days of wmputers and interactive videos there is a tendency to forget about the usefnlness of some older, simpler, methods. The use of audiotapes, while no doubt widespread, does not seem to get a mention in the journals anymore, so as a recent convert myself I would like to recommend the inclusion of audiotaoes as one of the varietv of methods necessary for good &aching practice. I h a 6 found them particularly useful where marking is concerned; they have proved most successful when used to improve students' examination technique. The latter is neglected in most courses partly under the illusion that students must be good at taking exams to have eotten thus far and also because efforts toimprove student responses is very time-con sum in^ on the instructor's oart. D U I & ~my time in higher education teaching chemistry, the number of students per instructor has trebled, and now stands at around 20 :1.Only recently has it been acknowledged that it has become imwssible to maintain orevious methods (and standards?) of' teaching with this &creased ratio. Of particular management concern has been the time taken marking, especially of practicals. However it remains essential, in order to maintain a student's morale. enthusiasm, and commitment, that his or her efforts are read and returned promptly and that substantial comments are made (not just a tick ). I would like to recommend a low-tech approach that yields high quality marking. --This avoroach involves taoe-recordine one's comments concernLg a report, rather than the much slower process of writing- them. Thus I go throueh a reoort. . . indicatine places where errors, inaccuracies, or omissions occur, and then go back and rewrd my wmments concerning each marked position, together with a final conclusion. This method has also saved me much annoyance in situations where, when in a hurry, I used to jot my comments down as I went along, only to find out on a later page that my time had been wasted due to a poorly ordered report. Going through the report automatically enables you to put all your comments in the correct order and places, thus avoiding the major problem with answerphones of losing your thread. You do not need a recording studio! I use an elderly cassette recorder with built in microphone, placed alongside the work, and speak in its general direction in a normal tone of voice. Audiotapes are extremely cheap, and
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every student these days has his or her own cassette player. Now m a w will say that these wmments could be ~ v e n to the students personally during the laboratory session, and this is indeed how I used to operate. However laboratory groups and staffing levels are now such that I can rarely find time to discuss reports during an actual practical session. I also find that I become very engrossed when dealing with a student and, since nowadays safety in the laboratory is of paramount importance, one should not do tasks that divert one's attention for too long. While the very valuable immediate feedback from the student is lost there are those who do not like to ask the instructor to repeat a comment for fear of creating a bad impression, and so if the wmments are on tape then a student can replay them as ofwn as necessarv. I have used thin technique to get first-year studenw into good habits. Once this goal is achieved then with secondand third-year students the technique mlnly saves time. However I have found its use most invaluable when trvine to improve my students' examination technique on written answers. Evew Year we all get manv examination answers where we thinkbe know wLat the itudent is trying to say but it is not what the words are actuallv savin~.So. durine the Christmas vacation I get the stideits to answer question from the previous year's examination paper. I tell them to read their notedbooks concerning the topic, then put them aside and write an answer to the question using their own words, and taking the usual time the examination allows for a question. Pointing out the numerous errors, omissions, and inaccuracies in the answers is only really possible if one does tape record the corrcctions. (It still takes a long time!, The students have found it to be an illuminating experience, with even simple knowledge such as how much thev can write in the time allowed oer auestion being of tremendous value. It certainly is well worth doing-if one can find the time-as the improvement shown is startling.
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Summary I have found the use of audio tapes to be very valuable when marking. It can either save time, or give improved quality to your efforts. It is quick, easy, and cheap to try, and the reaction has been favorable from the students.
Volume 70 Number 1
January 1993
51
