Utilizing VoiceThread Technology to Foster Community Learning in the Virtual Classroom

Stamps, Adrian; Opton, Laura

doi:10.3928/01484834-20190221-12

Cited by 8 publications

(3 citation statements)

References 3 publications

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“…We also observed that students were able to improve their communication skills while defending a concept or theory to their peers, since they were able to carefully craft their response first before recording it in the VoiceThread platform. For students who needed alternate ways of participating, VoiceThread allowed written comments in addition to audio comments to foster inclusivity and engagement in the online space (Stamps & Opton, 2019). The use of VoiceThread's audio and written commenting features has been shown to help students feel more connected to the class and also improves the overall classroom community (Delmas, 2017).…”

Section: Google Slides/voicethreadmentioning

confidence: 99%

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Kerrigan

Andres

2022

Journal of Educational Technology Systems

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Many undergraduate and graduate courses have been recently converted to fully remote offerings due to the COVID-19 pandemic. Even within the remote structure, courses vary in their frequency of synchronous and asynchronous meetings. Fostering collaboration through students’ idea-sharing and supporting their learning is especially challenging in the asynchronous setting where it is challenging to replicate in-person communities of practice. This is especially the case in courses that are very theoretical and have traditionally relied on discussion boards for engaging students asynchronously. This paper aims to contribute to the research on technology-enhanced communities of practice by offering examples of digital discourse among peers that can be implemented asynchronously, including social annotations and jointly-developed slideshows with voice annotation. These methods allow for higher-quality interaction between learners, between learners and content, and between learners and the instructor.

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Section: Google Slides/voicethreadmentioning

confidence: 99%

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Kerrigan

Andres

2022

Journal of Educational Technology Systems

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“…Projetada para garantir compatibilidade às características dos estudantes, a EaD permite ganho de experiências enquanto os objetivos educacionais são alcançados de forma gradativa, tendo em vista os avanços no campo da pedagogia, design instrucional, tecnologias móveis, mas especialmente, recursos e estratégias das tecnologias educacionais 5,6 .…”

Section: Introductionunclassified

A gamificação como estratégia de ensino e capacitação sob o contexto da administração de medicamentos

Fernandes,

Leoni,

Caetano

et al. 2023

GCRJ

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“…VoiceThread allowed us to provide cleaner final products to the students because if a mistake was made in creation, the single slide could be rerecorded as opposed to an entire lecture needing to be rerecorded, which time would not allow. VoiceThread was first developed in 2005 and has been gaining interest in the teaching community ever since. − However, when COVID-19 required many educators to facilitate remote learning, technologies like VoiceThread became necessary tools …”

Section: Introductionmentioning

confidence: 99%

Assessing Technology’s Impact on General Chemistry Student Engagement During COVID-19

LeSuer

Reed

2022

J. Chem. Educ.

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The COVID-19 pandemic resulted in implementation of a wide variety of technological tools to facilitate classroom instruction. However, the accelerated implementation timeline provided limited opportunities for evaluating the effectiveness of the various approaches. Here, we report on our use of three tools designed to enhance student participation in a hybrid teaching environment in order to identify tools suitable for adoption in “back to normal” classroom settings. Prerecorded lectures were presented in a flipped-classroom format using VoiceThread, a platform that allows for asynchronous content delivery and feedback. In-classroom instruction included a second instructor moderating a live stream learning management system (LMS) chat accessible to students who were not physically present in the classroom. Lastly, group texting via GroupMe was used to provide rapid feedback outside of the classroom. Student engagement was evaluated via application usage analytics, and students provided input on technology use in an end-of-semester survey. Students had a generally favorable view of the technology implementation in the course, especially those who identified as being comfortable with technology. In general, student engagement with course content decreased throughout the semester. A noticeable shift in the nature of communication from course logistics to course material was observed as the semester progressed. Our analysis suggests that incorporating technological approaches to facilitate increased student–teacher interactions can be beneficial and should be considered in “back to normal” instruction. Technology use may be improved with better on-boarding for students who are less comfortable with technology and instituting approaches that encourage a more sustained engagement throughout the duration of the course.

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Utilizing VoiceThread Technology to Foster Community Learning in the Virtual Classroom

Cited by 8 publications

References 3 publications

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

A gamificação como estratégia de ensino e capacitação sob o contexto da administração de medicamentos

Assessing Technology’s Impact on General Chemistry Student Engagement During COVID-19

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