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Article: Students' use of asynchronous voice discussion in a blended-learning environment: A study of two undergraduate classes
Title | Students' use of asynchronous voice discussion in a blended-learning environment: A study of two undergraduate classes |
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Authors | |
Keywords | Asynchronous online discussion Blended-learning Discussion forum Participation Voice board Wimba voice board |
Issue Date | 2012 |
Publisher | Academic Conferences and Publishing Internatinal Ltd. The Journal's web site is located at http://www.ejel.org |
Citation | Electronic Journal of e-Learning, 2012, v. 10 n. 4, p. 360-367 How to Cite? |
Abstract | Contemporary discussions of education in blended-learning environments increasingly emphasize the social nature of learning which emphasizes interactions among students, or among students and instructors. These interactions can occur asynchronously using a text based discussion forum. A text-based discussion forum, however, may not work well for all participants as some find it difficult to explain complex concepts in words, while others complain of being misunderstood due to the absence of verbal cues. In this study, we investigated the use of a Wimba Voice Board to support asynchronous voice discussion. A quasi-experiment research design involving two classes of undergraduate students was conducted. One of the classes (n = 24 students) used the Wimba Voice Board while the other (n = 18 students) used a text discussion forum in BlackBoard. The results of an independent t-test analysis suggested that there was no significant difference in the students' degree of participation in the two classes, asynchronous voice discuss class (M = 2.92, SD = 1.586) and text discussion class (M = 2.78, SD = 1.353), (t = 0.299, df = 40, p = 0.767) at the 0.05 level of significance. However, the online discussion appeared to be more sustained in the asynchronous voice discussion group. Analyses of the students' reflection data suggested that asynchronous voice discussion have several advantages over text forums. Specifically, an asynchronous voice discussion: enables students to understand one another's messages better, allows students, who prefer speaking to writing, or students who are not proficient in written English, to participate in the discussion, promotes originality of students' ideas, and helps to foster a sense of online community. © Academic Publishing International Ltd. |
Persistent Identifier | http://hdl.handle.net/10722/194469 |
ISSN | 2023 Impact Factor: 2.4 2023 SCImago Journal Rankings: 0.644 |
DC Field | Value | Language |
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dc.contributor.author | Hew, KF | - |
dc.contributor.author | Cheung, WS | - |
dc.date.accessioned | 2014-01-30T03:32:37Z | - |
dc.date.available | 2014-01-30T03:32:37Z | - |
dc.date.issued | 2012 | - |
dc.identifier.citation | Electronic Journal of e-Learning, 2012, v. 10 n. 4, p. 360-367 | - |
dc.identifier.issn | 1479-4403 | - |
dc.identifier.uri | http://hdl.handle.net/10722/194469 | - |
dc.description.abstract | Contemporary discussions of education in blended-learning environments increasingly emphasize the social nature of learning which emphasizes interactions among students, or among students and instructors. These interactions can occur asynchronously using a text based discussion forum. A text-based discussion forum, however, may not work well for all participants as some find it difficult to explain complex concepts in words, while others complain of being misunderstood due to the absence of verbal cues. In this study, we investigated the use of a Wimba Voice Board to support asynchronous voice discussion. A quasi-experiment research design involving two classes of undergraduate students was conducted. One of the classes (n = 24 students) used the Wimba Voice Board while the other (n = 18 students) used a text discussion forum in BlackBoard. The results of an independent t-test analysis suggested that there was no significant difference in the students' degree of participation in the two classes, asynchronous voice discuss class (M = 2.92, SD = 1.586) and text discussion class (M = 2.78, SD = 1.353), (t = 0.299, df = 40, p = 0.767) at the 0.05 level of significance. However, the online discussion appeared to be more sustained in the asynchronous voice discussion group. Analyses of the students' reflection data suggested that asynchronous voice discussion have several advantages over text forums. Specifically, an asynchronous voice discussion: enables students to understand one another's messages better, allows students, who prefer speaking to writing, or students who are not proficient in written English, to participate in the discussion, promotes originality of students' ideas, and helps to foster a sense of online community. © Academic Publishing International Ltd. | - |
dc.language | eng | - |
dc.publisher | Academic Conferences and Publishing Internatinal Ltd. The Journal's web site is located at http://www.ejel.org | - |
dc.relation.ispartof | Electronic Journal of e-Learning | - |
dc.subject | Asynchronous online discussion | - |
dc.subject | Blended-learning | - |
dc.subject | Discussion forum | - |
dc.subject | Participation | - |
dc.subject | Voice board | - |
dc.subject | Wimba voice board | - |
dc.title | Students' use of asynchronous voice discussion in a blended-learning environment: A study of two undergraduate classes | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.scopus | eid_2-s2.0-84868217369 | - |
dc.identifier.hkuros | 244634 | - |
dc.identifier.volume | 10 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 360 | - |
dc.identifier.epage | 367 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1479-4403 | - |