This Week's Question From Dr. Kang:
Read the corresponding chapters from King&Cox on audio, video and podcast, listen to some of the podcasts from the Recommended Podcasts list, and then blog about the pros and cons that you think the integration of audio/video/podcast into our lesson plans may bring to our adult students.
Adult Education theory and research
support the use of a variety of learning devices, tools, or approaches as a
means to optimize learning
(Merriam, Caffarella, & Baumgartner, 2007, 159-181 and 391-419; King & Griggs, 2006, in King & Cox, 2011,
p. 81). This mixed approach allows
for greater retention by tapping into our brain’s ability to store and process
information through multiple senses, while building on previous knowledge, and
utilizing the repetition to secure mental connections
(Taylor & Lamoreaux,
2008). In the realm of web-based technologies, audio, video, and podcasts provide the instructor with additional options for building this diversity. They help teachers
because by,
“shifting our focus
for telling to engaging the students, we cultivate their interest, ownership,
and growing understanding” (King & Cox, 2011, p. 82). Like all teaching
tools, these asynchronous audio communications (AAC) and videos have pros and
cons.
Pros:
+ Engages the Senses
First, audio, video, and podcast
tools enhance the learning experience by engaging more of the student's senses. Material presented via
these mediums will engage a learner’s hearing that supplements the visual
learning taking place via reading or viewing materials. Or, in the case of video, the visual
experience of 3D images will enhance the information provided by the eyes to
the brain. The engagement of these
senses will make the learning more experiential for the student and therefore,
increase understanding and retention
(Taylor & Lamoreaux, 2008). Oomen-Early et al. describe a study in which graduate-level
learners felt that,
“audio was far better than text-based in conveying nuance
and helping students retain and apply course content” (2011, p. 58).
+ Builds Trust and Rapport
AAC and video technologies enable
instructors to make a stronger emotional connection with their students than would
otherwise be possible in an online classroom. The addition of sound allows students to pick up on emphasis
and nuance that is difficult to convey in text-only materials. In addition, hearing someone’s voice or
seeing their image in a video makes it easier for people to feel a connection
and trust in their instructor or other classmates. In one study, the use of
asynchronous audio communication, “improved online students’ perceptions of
instructor presence, student engagement, knowledge of course content, and
instructor-student interaction” (Oomen-Early, Bold, Gallien, 2011, p. 59)
+ Reinforces Difficult Concepts
Using audio/video technologies allows
for reinforcement of difficult or complex topics in a real-time, as-needed
basis by the students. Instructors
can record materials for content that they have historically found challenging for students to grasp in one hearing. Likewise, questions from class members can direct the creation of these posts
when the teacher sees a recurring theme of inquiry or area of confusion. These tools make the material available
to the students anytime they wish to access it and makes repeat viewing
simple.
Donavant (2011) found
that, when he podcasted his face-to-face class discussion, points of
clarification that had been asked via email and discussion boards where
answered instead by the students reviewing the podcasts. (p. 110).
Cons:
- No Immediate Feedback Loop
While the use of audio, video and
podcast technologies enhances the connection and trust between instructors and
students, it is still asynchronous and therefore, has limitations. For example, in classroom settings, an
instructor can evaluate body language and discussion content to ascertain students’
grasp of the material. They can
adjust their delivery as required. This is obviously not possible with posted
audio or video presentations.
Similarly, classroom dialog can lead to enhanced ideas or deeper
understanding, as students build from each other thoughts real-time. This discourse is viewed as critical in transformational learning theories
(Merriam et al, 2007, pp. 130-138.) Students watching podcasts, narrated
digital presentations, or videos on their own, do not have this immediate
dialog. On-line discussion boards can help to replace some of this feedback
loop and interchange, but it is delayed.
- Maintenance Required
Like all on-line teaching
materials, AAC and video requires maintenance for both web links to the
material and the content itself.
Instructors must periodically check their online content to ensure there
are no dead-end links and to make sure that the material is up-to-date. This can be time consuming for the
instructor or school.
Conclusion:
Audio, video, and podcasts technologies can be effective additions to a varied teaching strategy. They allow students to experience the materials using more of their senses, thus optimizing their ability to connect the new learning to prior knowledge. These tools also help to overcoming some of the separation students can feel from their instructor and fellow classmates by putting a voice and face with the text. Finally, the opportunity to view and review the material allows students the chance to grasp particularly difficult content. There are limitations, as with all such tools, including the lack of a real-time feedback loop and maintenance requirements, but there are work-arounds and the benefits likely out way the costs. Adult educators should consider utilizing audio, video and podcasts in both online and traditional classroom sessions.
REFERENCES:
Donavant, B. W. (2011). Narrated Digital Presentations. In K.P. King & T. D. Cox (Eds.)
The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
King, K. P., & Cox, T. D. (2011). Video Development and Instructional Use. In K.P. King & T. D. Cox (Eds.)
The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
Merriam, S. B., Caffarella, R. S., Baumgartner, L. M. (2007). Learning in Adulthood. San Francisco, Jossey-Bass.
Oomen-Early, J., Bold, M., Gallien, T. (2011). Using Asynchronous Audio Communication in Higher Education. In K.P. King & T. D. Cox (Eds.)
The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
Taylor, K. & Lamoreaux, A. (2008). Teaching with the
Brain in Mind. New Directions for Adult and Continuing
Education. 119(Fall), 49-59.
