Material Detail

Facilitating learning online requires an evolving set of teaching skills that embrace Web 2.0 technologies. Asynchronous Audio Communication (AAC) may bridge the virtual "communication divide" between instructors and students. The purpose of this study was multi-faceted: first, to assess students' and instructors' satisfaction with asynchronous audio instructor feedback as a teaching strategy in the online courseroom; second, to determine the perceived effect of AAC on student satisfaction, learning outcomes, student engagement, and perceived instructor presence; and third, to examine whether there was a significant difference in the way AAC was perceived by undergraduate and graduate students attending two southern state universities. Asynchronous Audio Communication in the form of instructor feedback was utilized in graduate and undergraduate online courses in the areas of reading, health education, and family studies across a 9-month period. The total sample included 156 participants. Instructors sent out both group and individual audio communication throughout the course. At the end of the semester, students completed an online survey that collected quantitative and qualitative data. Descriptive, inferential, and qualitative data analyses demonstrated that the majority of students and instructors reported that AAC can improve online students' perceptions of instructor presence, student engagement, knowledge of course content, and the instructor-student interaction.

Disciplines:

• Academic Support Services  / Faculty Development  / Scholarship of Teaching and Learning

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