Richness, redundancy or relational salience? A comparison of the effect of textual and aural feedback modes on knowledge elaboration in higher education students' work

► We examine the effects of formative assessment feedback on knowledge elaboration. ► We compare two media - aural and textual. ► We used a randomized, mixed methodological approach. ► Differences in elaborative quality not significant. ► Quality of elaboration depends on relationships with tutors and other qualities of feedback.