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Impact of Asynchronous Audio

on Teaching, Social and Cognitive Presence

Sharon Misfeldt & Denise Nelson

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Research Team

Consultant

Research Project Faculty

Sharon Misfeldt Denise Nelson

Heather Gold Crystal Spooner Ron Smallwood Karen Wightman Deb Mervold Lyanne Faucher

Principal Investigators

Dr. Phil Ice

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Gain an increased awareness of the use of audio feedback for teaching, social and cognitive presence at a distance.

Critique or inquire about the research process.

Session Outcome

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Research initiated and partially funded by Campus Saskatchewan

Inspired by the work of Dr. Phil Ice et al.

◦ 2007 Article - Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of Community

◦ PPT Presentation CNIE conference 2008, "The Impact of Asynchronous Audio on Teaching, Social and Cognitive Presence”

Developed summary for Faculty

Developed Notes on Audio Commenting October 2008

Background

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The exploration, construction, resolution and confirmation of understanding through

collaboration and reflection in a community of inquiry.

(Garrison, 2007)

Cognitive Presence

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The degree to which participants in computer mediated communication feel socially and emotionally connected

The ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people.

(Richardson & Swan, 2003)

Social Presence

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The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.88

Instructional Design and Organization

Facilitation of Discourse

Direct Instruction

(Ice, 2008)

Teaching Presence

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Review of the Literature

Audiofeedback

Sense of community (social presence)

Instructor’s ability to affect more personalized communication with students

Student satisfaction Effective in conveying nuance Feelings of increased involvement

and enhanced learning community interactions

Perception that the instructor cared more about the student

(Ice, 2007)

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Review of Literature Cont’d

Retention of content Students 3 times more likely to

apply content Level at which students applied

such content Quantity of feedback (255%

more)

Time required to provide feedback (75% less)

(Ice, 2007)

Audiofeedback

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Innocuous Question?

“What were you thinking?”

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Between audio and text-based student feedback in asynchronous learning networks, which do students believe is a more effective means of interaction with their faculty?

How does the use of audio feedback impact the sense of community in asynchronous learning networks?

What relationship exists between the use of audio feedback and student satisfaction?

In what manner is perceived learning impacted by the use of audio feedback?

What relationship exists between the use of audio feedback and faculty satisfaction?

 

Research Questions

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Campus Sask. research proposal Ethics approval Faculty Training re theory and process Collecting data from Fall 2009 – Spring 2010 Random selection of student assignments (e.g., 6

assignments in course; 3 text feedback, 3 text and audio feedback)

Student and faculty data◦ Interviews◦ Focus groups◦ Web survey

Final report to Campus Saskatchewan December 2010

Research Process

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Students enrolled in the following online programs:

Practical Nursing Program (~14 students) Perioperative Nursing Program (~18

students) Faculty Certificate Program (~14 students)

◦ credential through U of Regina

Research Subjects

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Adobe Acrobat 9 Professional/Extended Headset with microphone

◦ Noise-cancelling◦ USB◦ Stereo◦ Examples (*Dynex, Plantronics)

Computer with speakers

What You Need to Get Started

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Read the student work Plan feedback

◦ Constructive feedback according to rubric criteria Content Writing style

◦ Placement Embed with student work Summative comments

◦ Text vs. audio comments Text – writing style Audio – personalization, critical analysis Consistent approach

Embed audio comments – intended to replicate non-scripted verbal interactions which occur face-to-face

Audio Feedback Process

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Printability (e.g., sticky notes do not print)

Personalization (e.g., use of pencil tool to create checkmark vs. stamp checkmark)

Need for conciseness

Consistency of approach (i.e., grade given in text form)

Others?

Text Markup Considerations

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Embedding Text and Audio Feedback in PDF Documents

Tutorials

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“Excited!  Looking forward to learning how to improve current practice & improve the quality of feedback for our students.  Incorporating advancing technology can be challenging, but it certainly helps improve delivery & streamline our work.  It’s exciting to be involved in a project such as this & to see the students responding to greater use of technology.”

“I am excited to try audio feedback.  I think it will be a really positive addition to my online course.” 

Faculty Thoughts About Starting Research Project

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“I really like that software that you are using.  In previous classes, I’ve had to wait for assignments to be returned via inter-office mail to see written comments; now, I can get them right away.  And I really like being able to get voice comments!  I could see how, as a marker, the ability to leave a voice comment would be really nice!”

“I just finished reviewing my lab assignment from you and my first thought when I heard your voice was "creepy". lol. I'm not that used to some one talking to me through my computer when I can't see them. I like the idea though. It adds a personal touch since we rarely if ever get a chance to see each other. I appreciate it. I'm sure it's added work for you.”

“The audio is pretty cool!!”

Student Comments

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March 20th Adobe Connect session recording

http://mm.eduadvisory.adobe.acrobat.com/p88522439/

April 24th Adobe Connect session

PD with Phil Ice

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Questons?

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Sharon Misfeldt◦ Phone 775-7564◦ sharon.misfeldt@siast.sk.ca

Denise Nelson Phone 775-7683 denise.nelson@siast.sk.ca

PPT available at http://programs.siast.sk.ca/nelson/#presentations

Contact Information