Learning Out Loud: Changing Students' Mindsets About Voice Comments
Upcoming SlideShare
Loading in...5
×
 

Learning Out Loud: Changing Students' Mindsets About Voice Comments

on

  • 1,117 views

Despite the potential for emerging technologies to humanize online learning, students are often reluctant to use them. This action research study explores the experiences of online community college ...

Despite the potential for emerging technologies to humanize online learning, students are often reluctant to use them. This action research study explores the experiences of online community college students who learn out loud. The findings show why students are reluctant to speak online, provide a strategy for improving this problem, and highlight the cognitive and social benefits achieved from increasing voice participation. 2014 Sloan-C/MERLOT Emerging Technologies for Online Learning, Featured Session.

Statistics

Views

Total Views
1,117
Views on SlideShare
873
Embed Views
244

Actions

Likes
2
Downloads
4
Comments
0

3 Embeds 244

http://www.scoop.it 237
https://twitter.com 6
http://www.linkedin.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Learning Out Loud: Changing Students' Mindsets About Voice Comments Learning Out Loud: Changing Students' Mindsets About Voice Comments Presentation Transcript

  • CC-BY Gustavo Devito LEARNING OUT LOUD Michelle'Pacansky.Brock''''''''TeachingWithoutWalls.com CSU'Channel'Islands '''''''Mt.'San'Jacinto'College Changing'St?dents’'Mindsets'About'Voice'Comments @brocansky' tiny.cc/ET4ONLINELOL
  • • Share the results of an action research study designed to improve the percentage of community college students willing to voluntarily leave voice or video comments in required VoiceThread activities. • Evaluate the experiences of community college students as they engage with emerging technologies for online learning. • Identify the impact of course design and instructor support on students’ mindsets about using emerging technologies. Objectives
  • Instructor voice feedback in online classes has been found to improve: • perceived distance between instructor (more like "in class")! • perception that instructor cares! • feeling of student involvement! • student motivation! • student retention of information (Ice, Curtis, Phillips, & Wells, 2007; Oomen-Early et al., 2008, Olesove, Richardson, Weasenforth, & Meloni, 2011)
  • • Started teaching using VoiceThread in my online classes in 2007. Background • By 2008, proven for its online community-building potential.
  • VoiceThread contributed to establishing a sense ! of community in ! our class. 80% strongly agreed or agreed Online Student VoiceThread Survey: 101 students surveyed, 88% response rate Pacansky-Brock, 2008
  • My instructor's voice comments increased my sense that she was actively present in my learning experience (compared to text alone). 96% strongly agreed or agreed 101 students surveyed, 88% response rate Pacansky-Brock, 2008 Online Student VoiceThread Survey:
  • My instructor's video comments increased my sense that she was actively present in my learning experience (compared to text alone). 98% strongly agreed or agreed 101 students surveyed, 88% response rate Pacansky-Brock, 2008 Online Student VoiceThread Survey:
  • CC-BY-NC Pulpolux !! Voice comments are great! As long as I don’t have to use them.
  • Questions If voice/video comments by the instructor improve social presence, how is online learning impacted if student- generated voice/video comments increase? Why are most students (~75%) unwilling to participate in voice/video? How can this problem be improved?
  • Can I change
 them? Can I change how they feel about leaving text comments?
  • ! •Community college •Southeastern California •Fully online •Max class enrollment: 35 •LMS: Blackboard •About 1/2 students new to online •At time of redesign, campus had site license to VT but no BB integration About my current online class: Text
  • The Changes 1. Ensure access. ! • New institutional site license to VoiceThread meant ubiquitous access to voice through phone commenting minutes 2. Slow down & scaffold. Redesign of Weeks 1-2.! • Wk 1: Getting Started Unit (new) - no commenting! • Wk 2: Learning Unit 1 (redesigned) - everyone comments in voice or video 3. Voice/Video Commenting Required - sometimes. 12 activities. 5 require voice/video, 7 allow students to choose voice/video/text. 4. Check-In. Added a “VoiceThread Check-In Survey” in Week 4.
  • VT2 VT3 VT4 VT5 VT6 0.22 0.24 0.21 0.42 0.24 average 26.6% before redesign % of Voluntary Voice/Video Comments ! by Students: Semester Before Redesign
  • VT2 VT3 VT4 VT5 VT6 0.78 0.82 0.82 0.83 0.56 0.22 0.24 0.21 0.42 0.24 average 26.6% average 76.2% after redesign before redesign % of Voluntary Voice/Video Comments ! by Students: Semester Before & After Redesign
  • VT #1: Ice Breaker - Voice or video comments required. https://voicethread.com/share/2656014/ https://voicethread.com/share/2740447/ VT #2: Formative Assessment - Any commenting method allowed. Wk 2: Revised Unit
  • Ice Breaker (new)
  • Week 4: Check-In Survey
  • How did you feel when you were asked to leave your first voice comment?
  • Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). Sp 14 Fa 13 Sp 13 Fa 12n=90 How nervous were you when you left your first voice/video comment?
  • 0 7.5 15 22.5 30 1 2 3 4 5 Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). very nervous not nervous Sp 14 Fa 13 Sp 13 Fa 12n=90 How nervous were you when you left your first voice/video comment?
  • 0 7.5 15 22.5 30 1 2 3 4 5 Now when you comment in voice/video, how nervous are you? Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). very nervous not nervous Sp 14 Fa 13 Sp 13 Fa 12n=90
  • When given a choice, which commenting format do you prefer? 0 15 30 45 60 Text Voice Video Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). Sp 14 Fa 13 Sp 13 Fa 12n=90 34% 61% 5%
  • CC-BY-NC-SA By Coofdy a'social.emotional'speed'bump?
  • So far, I think VoiceThread has added value to my online learning experience. 0 17.5 35 52.5 70 Agree Neutral Disagree Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). Sp 14 Fa 13 Sp 13 Fa 12n=90 68% 24% 4%
  • Commenting in VoiceThread is: 1 2 3 4 5 Sp 14 Fa 13 Sp 13 Fa 12 Week 4 Survey (after 3 VTs, 1 req’d voice/video commenting). easy difficult n=90
  • End of Semester Survey work in progress started surveys in Fall 2012 anonymous
  • CC-BY-NC-SA Zanthia Were there any benefits to being able to hear your peers’ comments? “Yes, I feel like we got to know each other better. I actually recognized a classmate at my children's Taekwondo class because of the sound of her voice!”
  • CC-BY-NC-SA Zanthia Were there any benefits to being able to hear your peers’ comments? “Yes, it feels more personal and intimate which I think helps you retain what you are learning.” (cont'd)
  • CC-BY JD Hancock “…having to say the words helped me understand what I was talking about better than if I had just been writing it down.” How did speaking (vs. writing all your assignments) affect your learning?
  • CC-BY JD Hancock “I found ... that I would ... unearth more thoughts and opinions as I spoke them out loud while looking at the content, as opposed to looking at the content, forming an opinion, then looking at my text as I wrote it.” Were there any benefits to being able to hear your peers’ comments?
  • CC-BY JD Hancock “…it made me re-evaluate my answers. Mostly because I didn't want to sound like I had no idea what I was talking about. Plus when you write something down there is not much emotion to it and being able to speak out loud my ideas made me feel like I could connect and explain the material better.” Were there any benefits to being able to hear your peers’ comments?
  • CC-BY JD Hancock How did speaking (vs. writing all your assignments) affect your learning? “I felt the need to more fully research the material before leaving comments. I wanted to sound proficient when discussing questions in voice comments.”
  • CC-BY JD Hancock “I believe giving myself the ability to do voice comments without a completely scripted comment in front of me added to my thinking process. Without sitting down to write out everything I might say, it made me dig deeper in the moment of discussion to speak out about ideas I may not have though out or thought of while sitting to script the comment.” How did speaking (vs. writing all your assignments) affect your learning?
  • CC-BY JD Hancock “I felt more motivated to produce a better quality assignment.” How did speaking (vs. writing all your assignments) affect your learning?
  • CC-BY JD Hancock “I am not really sure it effected my learning. I seemed to avoid my voice threads as long as possible because of this.” How did speaking (vs. writing all your assignments) affect your learning?
  • CC-BY Gustavo Devito Were there any drawbacks to being required to speak? “At first, I was nervous ...but ... I found [VoiceThread to] be most useful. It was fun and made the class more interactive. In my opinion, the online class would be a bit boring without VoiceThread.”
  • “I did not like the voicethread activities. I don't feel that it added to my learning experience since it is not a speech or public speaking class.” CC-BY kodomut.com What drawbacks were there to being required to speak?
  • “None really, other than me tripping over my tongue and having to re- record a lot. But that gets better as you get more comfortable with it.” CC-BY kodomut.com What drawbacks were there to being required to speak? (cont'd)
  • What drawbacks were there to being required to speak? “For me, working them around my noisy (and consistently busy) family and house. I also had to buy a microphone for my comments, but acquiring materials is just a part of school.” (cont'd) CC-BY kodomut.com
  • Was this your first experience using VoiceThread? Yes No n=49 98% 2% Fa 13 Sp 13 Fa 12
  • Age 18-24 25-32 33-40 41-50 51-60 n=49 18% 12% Fa 13 Sp 13 Fa 12 53% 14% 2%
  • The voice activities contributed to making me feel like I was part of a group. Strongly Agree Agree Neutral Disagree Strongly Disagree n=49 65% 27% 6% 2% Fa 13 Sp 13 Fa 12
  • Throughout the course I noticed an improvement in my ability to speak more clearly in the voice/video comments. Strongly Agree Agree Neutral Disagree Strongly Disagree n=49 59% 24% 14% 2% Fa 13 Sp 13 Fa 12
  • The ability to communicate effectively with online voice/video communications is an important 21st century skill. Strongly Agree Agree Neutral Disagree Strongly Disagree n=49 71% 24% 4% Fa 13 Sp 13 Fa 12
  • If you have completed an online class before this one, was this the first time you have been required to participate in voice? Yes No n=31 (17 or 35% chose N/A) 84% 16% Fa 13 Sp 13 Fa 12
  • Being able to listen to my peers (vs. reading all their comments) improved my ability to reach the learning objectives in this course. Strongly Agree Agree Neutral Disagree Strongly Disagree Fa 13 Sp 13n=49 Fa 12 73% 18% 6%
  • When I left voice comments I remembered more of the information. Strongly Agree Agree Neutral Disagree Strongly Disagree n= 36 Fa 13 Sp 13 58% 25% 11% 6%
  • CC-BY-NC-SA By Coofdy • Student mindsets towards emerging technologies affect their willingness to use them. ! • These mindsets may be changed through course design and instructor support. ! • Scaffolding student use of technology into a course can reduces nerves. ! ! Findings
  • CC-BY-NC-SA By Coofdy • Voice/video student participation in online classes: ! • increases when students are required to comment in a low-stake ice breaker with high instructor interaction after tool set up is complete • affects social & cognitive elements of online learning • supports learning differences • may improve students’ verbal communication skills & self confidence • fosters skills that students perceive to be critical for 21st century success ! Findings! (cont’d)
  • Implications • Additional accessibility support would be required for captioning of content when a text accommodation to voice content is necessary in a class.! • For VoiceThread, a campus must subscribe to a department or site- wide license to provide students with free phone commenting minutes.! CC-BY-NC-SA By DigiD
  • Oomen-Early, J., Bold, M.,Wiginton, K. L., Gallien,T. L. & Anderson, N. (2008). Using asynchronous audio communication (AAC) in the online classroom:A comparative study. Journal of Online Learning andTeaching, 4(3). Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and student sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25. Olesova, L.A., Richardson, J., C.,Weasenforth, D., Meloni, C. (2011). Using asynchronous instructional audio feedback in online environments:A mixed methods study. MERLOT Journal of Online Learning and Teaching. &(1), 30-42. References