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Diane Gusa

The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of ... - 2 views

www.editlib.org/29162

asynchronous audio feedback teaching social presence research module 4 assignment

shared by Diane Gusa on 06 Jul 11 - No Cached
  • The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research.
  • Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance, 2. audio feedback was associated with feelings of increased involvement and enhanced learning community interactions, 3. audio feedback was associated with increased retention of content, and 4. audio feedback was associated with the perception that the instructor cared more about the student.
  • Document analysis revealed that students were far more likely to apply content for which they received audio feedback than content for which text-based feedback was received and at significantly higher cognitive levels. This presentation explores the original study, an ongoing study and two emerging, related areas of inquiry.
  • Diane Gusa on 06 Jul 11
     
    abstract
Alicia Fernandez

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of C... - 1 views

bk.psu.edu/...ronousAudioFeedback-Sample.pdf

asynchronous learning audio feedback teaching presence online learning

shared by Alicia Fernandez on 12 Jul 14 - No Cached
  • Alicia Fernandez on 12 Jul 14
     
    Study focuses on one aspect of facilitation, the way in which we communicate and guide students in asynchronous learning networks (ALN) and how this process might be improved upon.
mikezelensky

USING ASYNCHRONOUS AUDIO FEEDBACK TO ENHANCE TEACHING PRESENCE AND STUDENTS' SENSE OF C... - 0 views

files.eric.ed.gov/...EJ842694.pdf

shared by mikezelensky on 11 Jul 14 - No Cached
  • mikezelensky on 22 Jul 14
     
    Study on the effect of audio feedback in an asynchronous class
alexandra m. pickett

ETAP640amp2012: How am I doing it in this course? And how are you doing it? - 0 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 17 Jul 12 - No Cached
  • In a case study examining asynchronous audio and text-based feedback in class of students, Ice, Curtis, Wells and Phillips (2007), found a higher level of satisfaction with asynchronous audio feedback among students in the study. In our class, I appreciate the audio feedback that Alex provides for both groups and me individually. It helps to clarify things, allows me to continuously review the material, see my mistakes and make my improvements. My hope is to be able to learn to do this and include as part of my course.
    • alexandra m. pickett
      alexandra m. pickett on 17 Jul 12
       
      phil is a friend of mine. It is because of him that i began to give audio feedback : )
Joan McCabe

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students... - 1 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

learning teaching feedback asynchronous audio

shared by Joan McCabe on 09 Jun 12 - No Cached
  • Joan McCabe on 09 Jun 12
     
    This article describes how audio-based feedback contributes to increased learning, content retention, feelings of increased involvement, the ability to detect nuance and inflection which convey meaning, and fosters the class community. The study received very positive results.
cpcampbell88

Using Audio Feedback to Promote Teaching Presence - Spectrum Newsletter Spring 2009 - 0 views

www.facdev.niu.edu/...audio.shtml

shared by cpcampbell88 on 12 Jul 09 - No Cached
  • Social presence is defined as, “The ability of participants in the community of inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’
  • Social presence is the pathway whereby cognitive presence is developed.
  • As faculty and students cultivate social presence in a course through meaningful dialogue, deepened analysis and application of course concepts can take place.
  • ...5 more annotations...
  • These roles need not be limited to simply the instructor, as students can also exhibit teaching presence in the course through such activities as leading group discussion assignments of collecting and sharing instructional resources
  • Yet, textual feedback, particularly in the context of a blended or online course, can lack rich detail and tone.
  • As textual forms of communication dominate current electronic communications, opportunities to engage auditory and kinesthetic learners ought to be cultivated.
  • Students perceived audio feedback to be more effective than text-based feedback for conveying nuance. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions. Audio feedback was associated with increased retention of content. Audio feedback was associated with the perception that the instructor cared more about the student.
  • Ice, Swan, Kupczynski, and Richardson (2008) studied the impact of asynchronous audio feedback in an online course and noted the following:
  • Kristina Lattanzio on 12 Jul 09
     
    Community of Inquiry (COI) whereby three key elements crucial to the success of any learning endeavor are highlighted: cognitive presence, social presence, and teaching presence. Figure 1 illustrates the integration of these elements of the learning environment.
Sue Rappazzo

Tools for the TEKS: Integrating Technology in the Classroom - 0 views

www.wtvi.com/...interactive-podcasting.html

shared by Sue Rappazzo on 04 Jun 10 - Cached
  • Until recently, asynchronous online discussions have been largely limited to text-based interactions. The continued development of “web 2.0” technologies, or “read/write web” tools, is changing the online interactive landscape, however. Free web services like YackPack (www.yackpack.net) and Vaestro (www.vaestro.com) permit users to engage in audio-based discussions with others using only a computer microphone and a web browser. The audio recordings are immediately stored to a server on the Internet, rather than being saved on local hard drives and then subsequently uploaded to a server. The process is amazingly easy and straightforward, providing multiple benefits for users as well as instructional possiblities for educators.
  • The respective slogans of both YackPack and Vaestro succinctly communicate their similar goals of empowering users to engage in web-based discussions via audio recordings.
  • These interactive podcasting tools are admittedly examples of potentially “disruptive technologies” which may strike fear into the hearts of some school administrators and classroom teachers. The basic reason for this boils down to issues of control. Could students make poor choices and choose to record offensive or inappropriate comments using these tools? Of course. But as educators, shouldn’t we strive to provide environments where students can make REAL decisions of import and value, so they can learn how to behave appropriately in different contexts? The virtual world is here to stay, and educators at all levels need to get more serious about helping student learn to safely and effectively navigate that environment. An analogy to swimming may be appropriate here. If students are living on the coast, and are exposed daily to the dangers as well as opportunities of the ocean, shouldn’t any responsible caretaker strive to help those students learn to swim? Our answer must be “yes.” Interactive podcasting is one read/write web technology that can be used to help achieve this goal in the virtual enviornment.
  • ...1 more annotation...
  • udioBlogger (www.audioblogger.com) is a free service which permits users to create audio podcasts using their cell phone, which are directly saved to the Internet and “subscribable” via an automatically generated RSS feed. Just as AudioBlogger permits anyone with a cell phone and access to the Internet to create a free online account to become an international podcaster, services like YackPack and Vaestro are likely to continue maturing and offer increasingly powerful ways for people to interactively podcast. These tools are powerful and rich in their educational potential.
  • Sue Rappazzo on 04 Jun 10
     
    interactive podcast tools
jessica mascle

Digitally Speaking / Voicethread - 0 views

digitallyspeaking.pbworks.com/Voicethread

module 2 assignment use of voicethreads

shared by jessica mascle on 14 Jul 09 - Cached
  • drive to connect
    • jessica mascle
      jessica mascle on 14 Jul 09
       
      never thought of it that way
  • Matching this motivation and fluency with required elements of the curriculum
    • jessica mascle
      jessica mascle on 14 Jul 09
       
      learning content as an extension of leisure. we wok too much!
  • group audio blog,
  • ...10 more annotations...
  • Asynchronous:
  • discussion boards are nothing more than written text.  Voicethread gives users something interesting to talk about---pictures!  What's more, being able to actually hear one another makes digital communication through Voicethread much more personal. 
  • Possible topics include:
    • jessica mascle
      jessica mascle on 14 Jul 09
       
      Has American lived up to the ideals established in the Declaration of Independence?
  • collecting a series of images
  • script out short opening comments for each image that include a question for viewers to consider.
  • promote conversation
  • not to lecture through pictures. 
  • students are crafting identities
  • informal social learning
  • working through personal values
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