Vodcasting: An Intelligent Extension or Pending Derivative of Traditional Open Distance Learning Tools?
Rachel Barker, Wilhelmina Johanna Greeff, University of South Africa, South Africa
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper reports on the findings of a study conducted to investigate the use and perceptions of undergraduate communication science students on vodcasts available for download from the communication science module web site. Twenty-four module-related vodcasts were created to enhance their learning. Firstly, it was accessed qualitatively against theoretical statements within an interpretivistic paradigm based on thematic categories derived from Monge’s (1999) three notable influences of globalisation on communication, namely: time and space compression; global consciousness and reflexivity; and disembeddedness in single locations. Secondly, a survey analysis was done on perceptions of students to the newly introduced medium. Findings suggest that vodcasts can bridge teaching distances inherent to ODL, but that it should be integrated with interactive and reciprocal interactions, new communication technologies and the local application of global knowledge.
Barker, R. & Greeff, W.J. (2011). Vodcasting: An Intelligent Extension or Pending Derivative of Traditional Open Distance Learning Tools?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 58-66). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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