From spring 2004 through summer 2005, instructors at West Virginia University taught seven asynchronous online sections of Advanced Teaching Strategies, a course in the program of Curriculum and Instruction . Enrollment in these course sections consisted of master’s and doctoral level students Despite feedback that students were highly satisfied with interactions and learning experiences, the instructors wanted to do more to enhance relationships with students. In collaboration with a colleague from Virginia Polytechnic Institute and State University (Virginia Tech) they devised a study to determine if richer nuance could be conveyed by using audio feedback in an asynchronous learning network. In addition to text-based feedback, the instructors incorporated audio commenting. When posting audio comments to the discussion board, in emails to the entire class, or to small groups, the instructors produced wav files using Audacity freeware. The files were then added to the discussion board or email as attachments. -- In the case of individualized feedback, the instructors selected various Word document based submissions and discussion posts made by a student, converted them to PDF’s, and using Adobe Acrobat Professional, inserted audio comments which were sent back to students via course email. This type of individualized commenting was also used for the midterm case studies, final reflections and the group project. The instructors provided approximately half of the individualized feedback in a text-based format and the other half via audio. At the end of the course, all students had received six documents in which text feedback was used and five in which audio feedback was used. To avoid the introduction of bias, prior to the beginning of the semester each assignment was given a number from one to 12. These numbers were then entered into excel and randomized. From this list, instructors assigned alternating text-based or audio feedback as the modality that would be used.