An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning applied linguistics and TESOL programme

Abstract

We researched the incorporation of three learning technologies (voice boards, i.e. voice-based discussion boards, e-book readers, and Second Life virtual world), into the Master's Programme in Applied Linguistics and Teaching English to Speakers of Other Languages offered by distance learning at the University of Leicester. This small-scale study was conducted as part of a JISC-funded research project called DUCKLING (Delivery University Curricula: Knowledge, Learning and INnovation Gains). The project focused on the impact of learning technology innovations on the design and delivery of distance-based postgraduate curricula. Digital audio technologies such as voice boards, used in conjunction with online activities ('e-tivities'), constitute a low-cost innovation that offered high value to the distance learners who participated in this research. Benefits included a perceived reduction in learner isolation, increased personalisation and further opportunities for tutor and peer feedback. E-book readers, preloaded with course materials, afforded moderate benefits to learners, especially in relation to flexibility and access, at a relatively low cost. Virtual worlds such as Second Life required a steep learning curve for learners and tutors alike and incurred higher development costs, with a lesser impact on the learner experience.

The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

“…Computer simulations have primarily been used to augment the learning process in traditional, face-to-face environments (Rutten, Van Jooloingen, & Van der Veen, 2012), however, the rapid growth of distance education has prompted practitioners and researchers to re-examine delivery structures and the role of technology as a means to integrate and enhance the distance learning experience (Rogerson-Revell, Nie, & Armellini, 2012). Still, few studies have been conducted that explore how different delivery methods of instruction impact students' learning with regard to computer simulations as most researchers are only concerned with the overall medium effects in comparison with the traditional instruction.…”

The Inclusive Educational Potential of Virtual Reality From an Ethno-Racial Approach: Developing Digital Skills for the Contemporary World

“…The study by Rogerson-Revell et al (2012) in the UK on the uses of voice board and virtual world (Second Life) concludes that these resources can bring positive aspects such as reduced isolation, increased personalisation, improved support and feedback, as well as increased engagement, adding variety to the learning materials. Tori (2022) stresses the importance of the experience with Second Life, as an immersive virtual environment that is a precursor to other lighter and easier to navigate environments that have greatly enhanced this initial experience.…”

Developing an E-book with Past Tenses Materials for the Students of English Education Study Program in the Indonesian Context

“…The studies implementing the ebook in English learning were mostly conducted experimentally ( Hsieh & Huang, 2020;Isaacson, 2017;Liu, Liu, & Chen, 2019;Wood et al, 2018;Yow & Priyashri, 2019). The other studies were survey study (Nie, Armellini, Witthaus, & Barklamb, 2011;Rogerson-Revell, Nie, & Armellini, 2012) and research and development (Hussain & Al Saadi, 2019;Wu, 2016). The e-books provide language learners with useful multimedia features that can enhance vocabulary, reading comprehension, reading rate and listening comprehension (Akbar et al, 2015;Chen et al, 2013;Hsieh & Huang, 2020;Leacox & Jackson, 2014;Liu et al, 2019;Wood et al, 2018;Wu, 2016;Yow & Priyashri, 2019).…”