A critical reflection on audio feedback for undergraduate students as a care-full and compassionate performance of emotional labour

Abstract

This critical reflection, structured using Gibbs’ reflective cycle, focuses on my experience, as a Senior Lecturer in a higher education Institution in the UK, of trialling providing audio summative feedback to undergraduate students for the first time. In this paper, I articulate the worries and anxieties I experienced providing audio feedback, related to the emotional labour required in performing the ‘correct’ tone; saying appropriate words; and creating an appropriate environment and atmosphere for delivering audio feedback. I argue that making visible the emotional labour involved in providing audio feedback has important implications for assisting in elevating the status of audio feedback beyond being considered a mere administrative task. Further, I contend that making this emotional labour visible may enable students to see the compassion that goes into the process of providing ‘care-full’ feedback. This paper concludes with recommendations to support colleagues and students to get the most out of audio feedback.