This link has been bookmarked by 12 people . It was first bookmarked on 10 Nov 2008, by wayne anderson.
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05 Mar 18
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Recent findings have shown that online learners� levels of satisfaction, performance, and sense of community are related to the interactions they have with their instructors, including the type and frequency of feedback they receive on assignments and course material (Gallien & Oomen-Early, 2008)
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asynchronous audio communication is an effective teaching tool that enhances instructor presence, student engagement, content knowledge, and overall course satisfaction
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support the work of Ice, Curtis, Phillips & Wells (2007) who found that not only was there an �overwhelming student preference for asynchronous audio feedback as compared to traditional text based feedback,� (Section IV, � 1), but the students applied the feedback contained in the audio more effectively than feedback received in text-based only instructor commentary
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students in this study indicated they preferred to receive a blending of both audio and text-based feedback rather than just audio by itself
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students like referring back to the written feedback, but used the audio to augment and expand on the text-based commentary
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including the text based feedback along with the audio aligned with ADA (American Disabilities Act) guidelines
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just over a slight majority of the students 59% (n = 92) believed audio feedback actually saved them time
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the majority of students found AAC to be worth their time
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students in this study mentioned that they like the way they were able to catch the nuances provided in the instructor�s audio messages
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Richardson & Swan (2002) found that student satisfaction with an online course significantly increased when he/she felt the instructor was �there� and appeared to be attentive
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30 Sep 11
Peggy Steinbronn"Using Asynchronous Audio Communication (AAC) in the Online Classroom:
A Comparative Study" -
10 Feb 11
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Using Asynchronous Audio Communication (AAC) in the Online Classroom:
A Comparative Study -
Asynchronous Audio Communication (AAC)
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assess students’ and instructors’ satisfaction with asynchronous audio instructor feedback
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determine the perceived effect of AAC on student satisfaction, learning outcomes, student engagement, and perceived instructor presence
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earning outcomes
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examine
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cross a 9-month period. The total sample included 156 participants. Instructors sent out both group and individual audio communication throughout th
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the majority of students and instructors reported that AAC can improve online students’ perceptions of instructor presence, student engagement, knowledge of course content, and the instructor-student interaction
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Could use of this technology contribute to more “interpersonal” online classrooms and enhance connectivity and collaboration between students and instructors?
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ce, Curtis, Wells, & Phillip, 2007
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two important factors related to successful online learning: social presence and instructor immediacy behaviors.
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Social presence refers to the degree to which individuals perceive others to be real in the learning environment
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ong-established
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positive influence on learner satisfaction and performance
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Teacher immediacy behaviors enhance closeness (relationships) as well by reducing the psychological distance (i.e., perceived distance) between individuals
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verbal encouragement, praising, asking questions, using humor, and self-disclosure
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Recently, Ice, Phillips, and Wells (2007) examined the use of audio feedback and found that online learners preferred audio to text-based feedback. The researchers found that audio was far better than text-based only in conveying nuance and helping students retain and apply course content. They also found that audio feedback positively influenced students’ perceptions of the instructor as a caring individual.
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faculty trained to provide asynchronous audio feedback by recording Mp3 audio files and/or “embedded” audio feedback with Adobe 8.0 Professional
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posted for the students in the online Blackboard classrooms
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five collective
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two individual audio feedback messages
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Seventy-five percent of the total sample of 210 chose to complete the electronic survey (n =156).
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he majority (84.6%; n = 132) of the students preferred for the instructor to use a blending of audio and text-based feedback.
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Even more compelling was that 91% (n = 142) of the students found AAC to improve their understanding of course content and 82.4% (n = 106) believed it improved the instructor-student relationship. Therefore, AAC was shown to increase students’ feelings of instructor presence, improve their perceived understanding of course and help sustain their level of course engagement. Those reasons alone should be compelling enough for online instructors to give audio feedback a try.
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Another key benefit for using asynchronous audio is the “affective” impact it appears to have on students’ cognition and engagement. Though instructors can express themselves and their emotions through text based communication, 88.5% (n = 132) students in this study mentioned that they like the way they were able to catch the nuances provided in the instructor’s audio messages. As also noted by Ice, Curtis, Phillips, and Wells (2007), this finding is important because it extends upon previous research relating to online social presence (Richardson & Swan, 2002).
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26 Nov 08
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14 Nov 08
Rich JamesThe researchers conclude that the field has adequate evidence and rationale to support the use of AAC broadly and routinely in online classrooms. As this study and others have demonstrated, students and instructors like the connection that AAC provides th
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13 Nov 08
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11 Nov 08
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10 Nov 08
wayne andersonUsing Asynchronous Audio Communication (AAC) in the Online Classroom:
A Comparative StudyJOLT Distance Education distance learning education asynchronous audio eLearning online learning
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