Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

Abstract

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.Keywords: Voice Boards; asynchronous audio discussion; learning objects; peerto-peer learning Introduction A Voice Board (VB) is an asynchronous audio discussion forum. This paper discusses the use of the VB produced by Wimba, a company providing collaborative learning software for education. The Wimba VB allows users to record and post audio, audio and text, and text-only messages without requiring additional software or knowledge of complex audio editing tools.So far there has been little research into the use of VBs in learning and teaching. This paper therefore discusses a case study involving the use of the Wimba VB within a module on 'Language Learning and Teaching with ICT' (information and communication technology) taught by E, one of the paper authors. The paper is a 'wisdom of practice' report based on a personal account of change (Weimer 2006). Many such accounts have been criticised for failing to reference the educational literature and build on previous knowledge (Weimer 2006, 62). Particular attention has therefore been paid to the pedagogical rationale and theoretical basis for the VB-supported *Corresponding author. Email: e.yaneske@tees.ac.uk 234 E. Yaneske and B. Oates learning strategy. The aims of the paper are to illustrate how VBs can be used as part of a learning strategy, and to share lessons learned about their use, with particular reference to the Wimba VB technology, to enable a deeper understanding of VBs within the learning technology community.We discuss previous research into audio and VBs in education, and the rationale for the case study. We then explain the educational context of the selected case and describe the case-study methodology and how the learning technology was used. Finally, we discuss t...

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

“…In line with earlier research (Fothergill, 2008;Nie, Armellini, Harrington, Barklamb, & Randall, 2010;Yaneske & Oates, 2010), our study confirmed the high value of the human voice, captured and delivered in digital format, as part of curriculum design and delivery. Voice boards proved to be a relatively low-cost, highimpact technology.…”

“…Small-scale pilots within language teaching programmes showed that the use of voice boards enhanced the overall student learning experience (King & Ellis, 2009;Yaneske & Oates, 2010). However, students have expressed frustrations about the limitations in functionalities within the platform (Van Deusen-Scholl, Frei, & Dixon, 2005;Yaneske & Oates, 2010).…”

Why tweet when you can bubble? Students’ perceptions of a voice microblog for the development of their L2 spoken production skills

“…For example, a study by Gleason and Suvorov (2012) revealed that participants were unable to edit their recordings once they were posted and therefore, could not correct their errors. In other studies, partici pants reported feeling embarrassed to record their voices for others to hear (Marriott, 2002;McIntosh, et al, 2003;Yaneske & Oates, 2010). We will return to these shortcomings in the next section of the paper when we discuss the benefits of voice microblogging with Bubbly.…”

“…As is the case with microblogging, the integration of asynchronous voice communication activities into language teaching practice is a relatively new area of study and one that warrants exploration. Research has shown that voicebased asynchronous technologies can increase l2 motivation and col laboration as well as help to create an anxietyfree environment where learners have more confidence when speaking and can communicate at their own pace (Yaneske & Oates, 2010;Sun, 2009;Hsu, et al, 2008;McIntosh, et al, 2003). A survey carried out in June and July, 2012 on the use of digital voice tools among language teachers in uk higher education insti tutions (heis) revealed improved oral skills and language learning strategies, increased learner confidence and motivation, and enhanced feedback opportunities (Sadoux, 2013).…”