In a recent, mixed-mode exploratory study, Mejia (2020) implemented social constructivism and the Community of Inquiry (Col) framework to determine if audio or video recorded online discussions in VoiceThread enhanced student engagement with their peers in an undergraduate hospitality course. The instructor's introductory video detailed the discussion criteria, due dates, and discussion prompts, followed by one to two YouTube videos with background content. For each VoiceThread discussion, students uploaded a required initial post (either by voice, video, or text) and submitted two mandatory follow-up posts. The results from the study offered best practices for instructors interested in using VoiceThread.
Reyes, Clement, Sheridan, Abraham, and Wright (2020) provided exemplars of activities for VoiceThread in graduate nursing education courses. Their framework applies to other instructional levels and in face-to-face, hybrid, or fully online courses. First, as part of a flipped classroom, one instructor used a theory bust design to highlight key course concepts. This instructor also provided discussion question prompts for students to explore the content assigned as readings. Students were required to respond to prompts through VoiceThread. Another instructor teaching a pharmacology class had students use VoiceThread to apply clinical knowledge to a scenario for each of their respective nurse practitioner populations. This instructor provided an introductory slide to the assignment with clear expectations, a rubric, and a review of the pathophysiology. Students participated in group discussions.
In summary, VoiceThread provides for asynchronous discussions using voice, video, or text. By using voice and video discussions, students can have a human connection with the instructors and their peers. VoiceThread integrates with various learning management systems and offers a unique way to present content, facilitate engagement, and promote interactive learning.
In the next few articles, you will hear first-person stories from educators on teaching during the coronavirus pandemic. If you would like to share your story, please send an email to thomasgy@mailbox.sc.edu.
References
Mejia, C. (2020). Using VoiceThread as a discussion platform to enhance student engagement in a hospitality management online course. Journal of Hospitality, Leisure, Sport & Tourism Education (Elsevier Science), 26, N.PAG. doi:10.1016/j.jhlste.2019.100236
Reyes, I., Clement, D., Sheridan, T., Abraham, C., & Wright, P. (2020). Connecting With Students: Using Audio-Enhanced Discussion Boards in a Nursing Curriculum. Nurse Educator, 45(2), 71–72. doi:10.1097/NNE.0000000000000714
Cite this blog: Washington, G. (2020, December 31). Using
VoiceThread to Promote Student Interaction [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/
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