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Article: Audio-based versus text-based asynchronous online discussion: Two case studies

TitleAudio-based versus text-based asynchronous online discussion: Two case studies
Authors
Issue Date2013
Citation
Instructional Science, 2013, v. 41 n. 2, p. 365-380 How to Cite?
AbstractThe main objective of this paper is to examine the use of audio- versus text-based asynchronous online discussions. We report two case studies conducted within the context of semester-long teacher education courses at an Asian Pacific university. Forty-one graduate students participated in Study I. After the online discussions (both audio-based as well as text-based) had ended, qualitative data via student reflections were collected. Results revealed that audio-based discussions have six distinct perceived affordances compared to text-based ones. Interestingly, despite the reported affordances, more than half of the students reported that they preferred to use a text-based discussion if given a choice. The main reasons for their preference were explored. In Study II, 42 undergraduate students took part. Similar to Study I, participants in Study II also indicated that they felt more comfortable using a text-based discussion. The reasons for their preference were also discussed. Directions for future research are proposed. © 2012 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/194497
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KF-
dc.contributor.authorCheung, WS-
dc.date.accessioned2014-01-30T03:32:39Z-
dc.date.available2014-01-30T03:32:39Z-
dc.date.issued2013-
dc.identifier.citationInstructional Science, 2013, v. 41 n. 2, p. 365-380-
dc.identifier.issn0020-4277-
dc.identifier.urihttp://hdl.handle.net/10722/194497-
dc.description.abstractThe main objective of this paper is to examine the use of audio- versus text-based asynchronous online discussions. We report two case studies conducted within the context of semester-long teacher education courses at an Asian Pacific university. Forty-one graduate students participated in Study I. After the online discussions (both audio-based as well as text-based) had ended, qualitative data via student reflections were collected. Results revealed that audio-based discussions have six distinct perceived affordances compared to text-based ones. Interestingly, despite the reported affordances, more than half of the students reported that they preferred to use a text-based discussion if given a choice. The main reasons for their preference were explored. In Study II, 42 undergraduate students took part. Similar to Study I, participants in Study II also indicated that they felt more comfortable using a text-based discussion. The reasons for their preference were also discussed. Directions for future research are proposed. © 2012 Springer Science+Business Media B.V.-
dc.languageeng-
dc.relation.ispartofInstructional Science-
dc.titleAudio-based versus text-based asynchronous online discussion: Two case studies-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11251-012-9232-7-
dc.identifier.scopuseid_2-s2.0-84873706588-
dc.identifier.hkuros244615-
dc.identifier.volume41-
dc.identifier.issue2-
dc.identifier.spage365-
dc.identifier.epage380-
dc.identifier.isiWOS:000314712100007-

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