Asynchronous Media-based Discussion to Promote Scholarly Engagement
in PROCEEDINGS OF THE SYMPOSIUM ON EMERGING TECHNOLOGY TRENDS IN HIGHER EDUCATION MOLLIE R. CUMMINS PHD, RN, FAAN, RAMKIRAN GOURIPEDDI MBBS, MS

Abstract

In this paper we describe our experience of implementing mediabased discussion in an online course to promote scholarly engagement, and to demonstrate the use of VoiceThread (2014), proprietary software for implementing media-based discussion

Evaluating the Effects of an eBook to Support Faculty Who Teach with VoiceThread
in A DISSERTATION PRESENTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION CAPELLA UNIVERSITY JUNE 2015 BY MICHELLE PACANSKY-BROCK

Abstract

Colleges and universities are now part of an ecosystem that includes educational technology companies. As more faculty adopt Web 2.0 technologies, institutions ofhigher education must seek sustainable methods to support faculty and this mayinvolve collaborations with ecosystem partners. The purpose of this action research study was to improve the support resources provided by the VoiceThread organization, a Web 2.0 tool provider, to its higher education users. This study was guided by three questions: a) is there a significant difference in faculty perceptions about the pedagogical benefits of VoiceThread between faculty who examine VoiceThread in an eBook and faculty who examine VoiceThread through a webinar; b) how can an eBook be designed to support the diverse needs of 21st century faculty; and c) what are the support needs of faculty who teach with VoiceThread?

Gender Effects on Online Learners' Preferences for Discussion Modality
in PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2015 (PP. 229-233). CHESAPEAKE, VA: ASSOCIATION FOR THE ADVANCEMENT OF COMPUTING IN EDUCATION (AACE) CHING, Y.H. & HSU, Y.C. (2015)

Abstract

Audio/video discussion has been used increasingly in online courses due to its affordances in enhancing online communication. However, whether learners of different characteristics can benefit from this discussion modality has not been investigated extensively. This study examined whether gender plays a role in learners’ preferences and perceptions of audio/video discussion as compared to text discussion. The survey data of thirty-six participants’ perceptions were collected and studied after they participated in an audio/video discussion activity. The findings show that females preferred audio/video discussion more than males did, and more females reported that audio/video discussion strengthened their connection with peers. The top three benefits of audio/video discussion perceived by females and males are presented in this paper. Overall, using audio/video discussion to augment online communication and to connect learners is likely to be more effective and perceived more positively by female students than male students. The findings in this study could provide implications for sound pedagogical decisions that satisfy student preferences.

Improvement of Present Subjunctive Oral Production in Graded VoiceThread Tasks
in THE JOURNAL OF TEACHER ACTION RESEARCH, VOLUME 3, ISSUE 1, 2016, BEATRIZ G. GLICK PENNSYLVANIA STATE UNIVERSITY-HAZELTON

Abstract

The purpose of this action research was to assess the pedagogical value of the software program VoiceThread (VT) as compared to classroom discussions in developing and enhancing student production of the Present Subjunctive at the Intermediate level of Spanish language courses.

Increasing Student Engagement and Assessing the Value of an Online Collaboration Tool: The Case of VoiceThread
in THE JOURNAL OF INTERACTIVE TECHNOLOGY AND PEDAGOGY MAY 28, 2015 SOLOMON NEGASH, KENNESAW STATE UNIVERSITY, TAMARA POWELL, KENNESAW STATE UNIVERSITY

Abstract

This research provides a structure for creating an engaging online classroom and provides empirical support showing the value of a collaborative tool: VoiceThread. The two research questions: (1) How does the instructor increase student engagement in an online course? and (2) How does the instructor evaluate the value of a collaborative online tool? are discussed using qualitative and quantitative methods, respectively.

Inspiring Active Learning with VoiceThread Technology.
in INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING 7(4).(2010)

Abstract

This article defines active learning before explaining the theory and practice of VoiceThread technology. It is a provocative, persuasive presentation of VoiceThread technology in action including available resources and how to produce it. Keywords: active learning, interactive learning, experiential learning, constructivist learning, engaged learning, motivated learning, hands-on learning, authentic learning, problem-based learning, case-based learning, group learning, team-based learning, collaborative learning, cooperative learning, simulation, game-based learning, discussion learning, production-based learning.

Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions
in JOURNAL OF ONLINE LEARNING AND TEACHING, VOL. 10, NO. 1, MARCH 2014, AIMEE DENOYELLES, JANET MANNHEIMER ZYDNEY, BAIYUN CHEN.

Abstract

Asynchronous discussions are often utilized in online courses to provide a venue for students to openly communicate and build shared understanding, and for instructors to skillfully facilitate the process. While discussions can be invaluable toward creating and sustaining an online community of inquiry (CoI), they are not effective if not optimally designed. It is the authors’ position that it is helpful to identify research-proven online discussion strategies and conceptualize them into the CoI framework, which has been extensively studied and validated. This framework posits that there are three interrelated presences – social, cognitive, and teaching – that must be perceived by members in order to facilitate a successful educational experience. Classifying strategies within this framework may guide instructors to purposefully select and employ methods that encourage productive, efficient, and meaningful discussions. Strategies, such as providing prompt but modest feedback, peer facilitation, protocol discussion prompts, and providing audio feedback, were found to support multiple presences in a review of the literature. Based on these findings, it is argued that educators need to employ discussion strategies that integrate all three presences in order to support an effective online CoI.

Supporting an Online Community of Inquiry Using VoiceThread
in RESEARCH HIGHLIGHTS IN INFORMATION TECHNOLOGY AND TEACHER EDUCATION 2010 (PP. 9-18). CHESAPEAKE, VA. GAO, F. & SUN, Y. (2010). SUPPORTING AN ONLINE COMMUNITY OF INQUIRY USING VOICETHREAD. IN C. MADDUX ET AL.(EDS.)

Abstract

Using the community of inquiry framework proposed by Garrison, Anderson, and Archer (2000), this paper examines how to use a Web 2.0 tool – VoiceThread to support online learning communities for professional development in teacher education. In this paper, we discuss the unique features and affordances of VoiceThread, and propose possible learning activities to enhance social, cognitive and teaching presence in online learning communities.

Synchronizing Web 2.0 Technologies to Improve Formative Feedback by Using VoiceThread
in KARIN SARI SAPUTRA S.PD., M.HUM. ENGLISH LITERATURE STUDY PROGRAM, STIBA INVADA CIREBON PRESENTED AT I-TELL 2016 INTERNATIONAL CONFERENCE

Abstract

This paper discusses how synchronizing Web 2.0 technologies, particularly by using VoiceThread, is able to help English speaking teachers to improve their formative feedback in the teaching of speaking skills. This study shows that the use of VoiceThread able to become one of the solutions to help teachers who want to provide specific, clear and accurate feedback on oral performance activities. This study is an action research, which involves six EFL learners at one of the universities in Indonesia. Before VoiceThread can contribute to improving teachers’ formative feedback, this study found that teachers need to do the following five matters, they are: (1) Making learners profile; (2) Making lesson plan; (3) Understanding formative feedback; (4) Determining assessment rubric, and (5) Implementing VoiceThread. Implementing VoiceThread is not only designed to help teachers improve their formative feedback, but also make their students able to notice and learn their teacher’s formative feedback afterward. To achieve these objectives, the result of this action research study indicates that giving formative feedback by using VoiceThread is worthwhile since it is a mechanism that combines the asynchronous learning and face-to-face. Thus, this can be considered as an action research on blended learning.

The Effects of using VoiceThread on Students' Listening Comprehension and Attitudes Toward using VoiceThread
in JNCOLCTL VOLUME 21 SPRING 2016, ORAIB MANGO, WORLD LANGUAGES AND LITERATURES CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO.

Abstract

The current study investigated the effects of the use of VoiceThread (VT) on the listening comprehension and attitudes of college students of Arabic as a foreign language. Thirty-five students in two 10-week classes of beginning Arabic participated in this study. The instruction in both classes was the same except that, for one group, the instruction was supplemented by the use of VT to enhance listening and speaking skills during the 10 weeks. Upon completion of the class, students using VT showed superior listening skills. Moreover, an Attitude and Engagement survey showed that the students enjoyed using VT and viewed it as a valuable tool that enhanced their language learning.

The Use of VoiceThread in Online Business Courses
in Information Systems Education Journal (ISEDJ) 17 (3) ISSN: 1545-679X June 2019

Abstract

This study explored the use of a web-based tool, VoiceThread, as it relates to enhancing active learning and learner engagement in two online business courses. VoiceThread was integrated into various learner-centered activities supporting learner-learner, learner-content and learner-instructor interactions as part of an online course improvement process. As a result, using VoiceThread in two asynchronous courses created an online learning community, and promoted active learning and learner engagement in both courses.

The Visual Arts and Visual Literacy in Language Education: An Interactive Project
in VATESOL (VOLUME 19, ISSUE 1, MARCH 2016), AND THE WATESOL (WINTER 2017 EDITION) NEWSLETTERS

Abstract

This article describes a VoiceThread /FTC project carried out with advanced ESL students at the Virginia Tech Language and Culture Institute in the National Capital Region. This project is the culminating activity of a series of tasks created with the “backward design” approach in mind. Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment (Wiggins & McTighe). In this unit, the overarching goal is an oral presentation on Art, which will be recorded by the students using VoiceThread.

Using VoiceThread to Create Community in Online Learning
in TECHTRENDS, ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS & TECHNOLOGY 2017. PEGGY M. DELMAS UNIVERSITY OF SOUTH ALABAMA.

Abstract

A sense of belonging to a learning community has been identified as one of the factors contributing to greater student satisfaction and persistence in online education pro-grams. Using the community of inquiry framework as a theoretical guide, the purpose of this study was to explore the role of VoiceThread, a web-based platform that facilitates cloud communication, in creating a sense of community for U.S. adult learners in the online environment. This study surveyed 39 students in a College of Education fully online master’s program and in a blended doctoral program regarding their experiences using VoiceThread in their courses. Results indicate that students perceive VoiceThread positively in the creation of online community. Students reported feeling more connected their classmates due to the tool’s ability to add voice to online activities. Students also felt more connected to their instructor due to VoiceThread’s ability to humanize, or make the instructor seem real.

Using VoiceThread to Promote Collaborative Learning in On-Line Clinical Nurse Leader Courses
in JOURNAL OF PROFESSIONAL NURSING JANUARY-FEBRUARY, 2017, VOLUME 33, ISSUE 1, PAGES 20-26. OLA H. FOX, DNS, CNL, SPRING HILL COLLEGE.

Abstract

The movement to advance the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards continues with CNL programs offered on-line at colleges and universities nationwide. Collaborative learning activities offer the opportunity for CNL students to gain experience in working together in small groups to negotiate and solve care process problems. The challenge for nurse educators is to provide collaborative learning activities in an asynchronous learning environment that can be considered isolating by default. This article reports on the experiences of 17 CNL students who used VoiceThread, a cloud-based tool that allowed them to communicate asynchronously with one another through voice comments for collaboration and sharing knowledge. Participants identified benefits and drawbacks to using VoiceThread for collaboration as compared to text-based discussion boards. Students reported that the ability to hear the voice of their peers and the instructor helped them feel like they were in a classroom communicating with “real” instructor and peers. Students indicated a preference for on-line classes that used VoiceThread discussions to on-line classes that used only text-based discussion boards.

Utilizing VoiceThread Technology to Foster Community Learning in the Virtual Classroom
in JOURNAL OF NURSING EDUCATION. 2019;58(3):185 ADRIAN STAMPS, MSN, RN, CEN, CVRN; LAURA L. OPTON, DHSC, MSN, RN, CNE

Abstract

VoiceThread is an innovative platform gaining popularity in online education. Use of the video comment feature has the ability to foster inclusiveness and engagement for students in online nursing programs. This technology can also serve to enrich the distance learning experience for students with varying learning styles.

VoiceThread for HOTS: Using Technology to Analyze, Evaluate, and Create
in INDIANA READING JOURNAL VOLUME 44 ISSUE 1, PAGES 36-45

Abstract

This article explores VoiceThread as an online tool for supporting literacy and Higher Order Thinking Skills (HOTS) within the top three levels of the Revised Bloom’s Taxonomy.  VoiceThread is a collaborative Web 2.0 tool allowing users to create, share, and comment on images, documents, and videos.  Readers are first provided with an overview of VoiceThread followed by curriculum opportunities for using VoiceThread to analyze, evaluate, and create.

VoiceThread: A Useful Program Evaluation Tool
in THE JOURNAL OF EXTENSION FEBRUARY 2018 // VOLUME 56 // NUMBER 1 // TOOLS OF THE TRADE // 1TOT6, REBECCA MOTT, SENIOR RESEARCH ASSOCIATE UNIVERSITY OF MISSOURI EXTENSION COLUMBIA, MISSOURI

Abstract

In today’s digital world, Extension professionals are using a wide variety of tools to gather feedback and data from program participants and stakeholders (Rowntree, Wittman, Lindquist, & Raven, 2013). Through online asynchronous discussion boards, chat rooms, and even online live synchronous discussions, the Internet has changed the manner of qualitative data collection forever (Stancanelli, 2010). VoiceThread (http://voicethread.com) is a multimedia platform used by primary and secondary school educators around the world as a storytelling and collaborative tool that also offers promise as a tool for qualitative program evaluation. The unique features of VoiceThread provide a rich backdrop for conducting virtual focus group interviews.

VoiceThread: Enabling Peer Feedback in First Year Computer Engineering
in DR MAIREAD SEERY, DEPARTMENT OF SOCIAL SCIENCE & DESIGN, FACULTY OF SCIENCE & HEALTH, ATHLONE INSTITUTE OF TECHNOLOGY

Abstract

This case study presents how VoiceThread, an online application used to create multimedia presentations and conversations, was used to enable first year students to give and receive feedback. In the process, the presentation skills of the student are enhanced.