Overcoming Transactional Distance through Implementing Podcasts and Vodcasts: Perceptions from an Open Distance and e-Learning University
Sevnarayan, Kershnee; Mohale, Ntshimane Elphas
The COVID-19 pandemic challenged instructional methods of teaching and learning in
universities around the world. To bridge this instructional gap, many universities opted
to use digital technological innovations to reach students. Yet despite implementing
these innovations, many higher education institutions were not fully prepared and
ready for online teaching and learning during the pandemic. Researchers have argued
that podcast and vodcast implementation in higher education institutions results in no
change to students’ motivation and performance. Consequently, research on podcast
and vodcast implementation and students’ perceptions of the use of these tools in
distance-learning contexts remains limited. Using email interviews and online openended
evaluation questions, this article aims to explore first-year undergraduate
students’ perceptions of using podcasts and vodcasts to enhance academic writing skills
in an open distance and e-Learning university in South Africa. Using transactional
distance theory, the findings reveal lecturers’ and students’ positive perceptions
towards the implementation of podcasts and vodcasts because today’s students
consume digital content [digital natives], enjoy the use of technology and are adept at
navigating online learning. While, initially, novice lecturers were hesitant and unfamiliar
with recording podcasts and vodcasts, through mediation, they ultimately recorded
quality podcasts and vodcasts that were clear and employed illustrations that facilitated
students’ understanding of the module’s content. The researchers recommend that
when creating podcasts and vodcasts, lecturers consider their students’ interests,
motivation, language and demographic backgrounds.
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