IMPACT OF ASYNCHRONOUS AUDIO ON TEACHING, SOCIAL AND COGNITIVE PRESENCE

Sharon Misfeldt & Denise Nelson

Agenda

Background Research Findings to Date Recommendations

Background

Project sponsored by Campus Saskatchewan and SIAST

Involves Practical Nursing & Perioperative Nursing Programs & Faculty Certificate Program students and faculty 8 faculty respondents (all) 6 student respondents – 4 FCP, 2 Practical Nursing Program

Uses Adobe Acrobat 9 Professional Extended to embed audio and text comments in pdf converted individual student course work and limited discussion postings

Instruments involved web survey and focus group

Faculty

General Research Findings

No clear preference for written or audio feedback—valuable in combination

More time required to listen and/or provide audio comments

Perceived that audio comments were more personal than text based comments

Student populations differ (undergraduate/professional faculty/graduate) – seems to be more valued by higher educated

Quality of audio dependent on various factors: audio settings and equipment (e.g., Dynex headset)

Research Findings - StudentsOverall Positive Comments “I liked the audio because this instructor said more than

‘good job’.” “This is my first experience with audio feedback and I think

it is AWESOME. The insertion of text is also beneficial.” “Certainly tone of voice and inflection help to distinguish

intended meaning more accurately than written text.” “Listening to feedback as you went through a paper was

very helpful, almost like a one on one with the instructor to hear their thoughts as they progressed through reading the paper.”

“more personal, negative comments seen as more constructive. Increased perception of teacher engagement.”

“option was easy to access”

Research Findings - Students Negative feedback

“It seemed the instructor was trying to sound neutral in the audio feedback which left a feeling of apathy.”

“The auditory feedback didn’t always work; couldn’t rely on it as a resource.”

“Audio feedback was annoying, a true conversation or written comments would be better.”

Faculty Perspectives

Research Findings - Faculty

Affords elaboration of instructor comments (used for summation and/or specific feedback)

Personalizes feedback (expression, inflection, humour) Easier to express oneself than formalized written

comments (“feel freer to expand on comments”) Technical glitches when starting (audio setup;

eliminate background noise) More valuable with

complex assignments, research papers, critiques large than small class size

All faculty would recommend use of audio commenting to other faculty

Commenting Example

Example of Student Paper Example of Student Paper with Audio an

d Text-based commenting

Specific Techniques

Upfront note to students to contact faculty if difficulty in accessing audio

Provide summations, specific details, examples Enhance audio with use of stamps,

highlighting, post-it notes... Placing mark in audio comment to ensure

students listen to feedback Summary & weaving of discussion posts Refer students to other students for particular

help (e.g., APA format)

Recommendations

Provide portal of resources and have a resource person for inquiries/support

Investigate further use in discussions and group work to evaluate impact on social presence

Investigate LMS which supports user-friendly audio embed

Investigate further use by/purchase of software for interested faculty (e.g., FCP)

Increase awareness of research and findings within SIAST

Educate others re specific techniques Investigate options for student use

Future Possibilities

Provide overall comments to entire class Introduce audio commenting in “Online

Learning Made Easy” orientation course for students

Exploit use of Adobe Acrobat 9 Professional extended

Automatic conversion of audio comments to text for print

Resources

PPT presentation posted on Slidesharehttp://www.slideshare.net/nelsond

denise.nelson@siast.sk.ca sharon.misfeldt@siast.sk.ca