Active Learning in the Online Environment: The Integration of Student-Generated Audio Files

Autor/inn/en	Bolliger, Doris U.; Armier, David Des, Jr.
Titel	Active Learning in the Online Environment: The Integration of Student-Generated Audio Files
Quelle	In: Active Learning in Higher Education, 14 (2013) 3, S.201-211 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787413498032
Schlagwörter	Higher Education; Graduate Students; Active Learning; Student Attitudes; Online Courses; Asynchronous Communication; Satisfaction; Learner Engagement; Audio Equipment; Information Dissemination; Measures (Individuals); Likert Scales; Student Surveys; Online Surveys; Technology Uses in Education; Web 2.0 Technologies + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Aktives Lernen; Schülerverhalten; Online course; Online-Kurs; Zufriedenheit; Audio-CD; Informationsverbreitung; Messdaten; Likert-Skala; Schülerbefragung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Educators have integrated instructor-produced audio files in a variety of settings and environments for purposes such as content presentation, lecture reviews, student feedback, and so forth. Few instructors, however, require students to produce audio files and share them with peers. The purpose of this study was to obtain empirical data on graduate students' perceptions of the integration of student-generated audio files within the context of online, asynchronous course delivery and to gain an understanding of how this approach impacted their perceived satisfaction, engagement, connectedness, learning, and utilization. Results indicate students were satisfied with this instructional approach. The integration of student-generated audio files fostered their engagement and involvement, assisted them in effectively connecting and communicating with peers, and increased their learning. Some drawbacks to this approach are detailed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10