You are here:

Using Voice Boards: Pedagogical Design, Technological Implementation, Evaluation and Reflections


Association for Learning Technology Journal Volume 18, Number 3, ISSN 0968-7769


We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text-based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalisation and prevent misinterpretation. Feedback from staff and students on the affordances and constraints of voice communication are presented. Evaluations show that while there were several issues with the usability of the Wimba Voice Board, both staff and students felt the use of voice communication in an online environment had many advantages, including increased personalisation, motivation, and the opportunity to practice speaking and listening skills. However, some students were inhibited by feelings of embarrassment. The case study provides an in-depth study of Voice Boards, which makes an important contribution to the learning technology literature. (Contains 4 figures.)


Yaneske, E. & Oates, B. (2010). Using Voice Boards: Pedagogical Design, Technological Implementation, Evaluation and Reflections. Association for Learning Technology Journal, 18(3), 233-250. Retrieved August 19, 2022 from .

This record was imported from ERIC on July 1, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.