"Impact of Asynchronous Audio on Teaching, Social and Cognitive Presence" presentation given at TLt 2009 conference April 28th in Regina, SK,CA.

1. on Teaching, Social and Cognitive Presence
Sharon Misfeldt & Denise Nelson
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2. Principal Investigators Research Project Faculty
Sharon Misfeldt

Heather Gold

Denise Nelson Crystal Spooner
 
Ron Smallwood

Karen Wightman

Deb Mervold

Lyanne Faucher
Consultant 
Dr. Phil Ice

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3. Gain an increased awareness of the use of

audio feedback for teaching, social and
cognitive presence at a distance.
Critique or inquire about the research

process.
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4. Research initiated and partially funded by Campus

Saskatchewan
Inspired by the work of Dr. Phil Ice et al.

◦ 2007 Article - Using Asynchronous Audio Feedback to Enhance
Teaching Presence and Students' Sense of Community
◦ PPT Presentation CNIE conference 2008, quot;The Impact of
Asynchronous Audio on Teaching, Social and Cognitive Presence”
Developed summary for Faculty

Developed Notes on Audio Commenting October 2008

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5. 5

6. The exploration, construction, resolution and
confirmation of understanding through
collaboration and reflection in a community of
inquiry.
(Garrison, 2007)
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7. The degree to which participants in computer

mediated communication feel socially and
emotionally connected
The ability of participants in a community of

inquiry to project themselves socially and
emotionally -- as „real‟ people.
(Richardson & Swan, 2003)
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8. The design, facilitation and direction of

cognitive and social processes for the purpose
of realizing personally meaningful and
educationally worthwhile learning outcomes.
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Instructional Design and Organization

Facilitation of Discourse

Direct Instruction

(Ice, 2008)
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9. Sense of community (social presence)

Instructor‟s ability to affect more

personalized communication with
students
Student satisfaction

Audio
Effective in conveying nuance
feedback 
Feelings of increased involvement and

enhanced learning community
interactions
Perception that the instructor cared

more about the student
(Ice, 2007)
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10. Retention of content

Students 3 times more likely to

apply content
Level at which students applied

such content
Audio
Quantity of feedback (255%
feedback 
more)
Time required to provide

feedback (75% less)
(Ice, 2007)
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12. Between audio and text-based student feedback in

asynchronous learning networks, which do students
believe is a more effective means of interaction with
their faculty?
How does the use of audio feedback impact the sense

of community in asynchronous learning networks?
What relationship exists between the use of audio

feedback and student satisfaction?
In what manner is perceived learning impacted by the

use of audio feedback?
What relationship exists between the use of audio

feedback and faculty satisfaction?
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13. Campus Sask. research proposal

Ethics approval

Faculty Training re theory and process

Collecting data from Fall 2009 – Spring 2010

Random selection of student assignments (e.g., 6

assignments in course; 3 text feedback, 3 text
and audio feedback)
Student and faculty data

◦ Interviews
◦ Focus groups
◦ Web survey
Final report to Campus Saskatchewan December

2010
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14. Students enrolled in the following online
programs:
Practical Nursing Program (~14 students)

Perioperative Nursing Program (~18 students)

Faculty Certificate Program (~14 students)

◦ credential through U of Regina
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15. Adobe Acrobat 9 Professional/Extended

Headset with microphone

Noise-cancelling
◦
USB
◦
Stereo
◦
Examples (*Dynex, Plantronics)
◦
Computer with speakers

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16. Read the student work

Plan feedback

◦ Constructive feedback according to rubric criteria
 Content
 Writing style
◦ Placement
 Embed with student work
 Summative comments
◦ Text vs. audio comments
 Text – writing style
 Audio – personalization, critical analysis
 Consistent approach
Embed audio comments – intended to replicate

non-scripted verbal interactions which
occur face-to-face
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17. Printability (e.g., sticky notes do not print)

Personalization (e.g., use of pencil tool to

create checkmark vs. stamp checkmark)
Need for conciseness

Consistency of approach (i.e., grade given in

text form)
Others?

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18. Embedding Text and Audio Feedback in PDF Documents
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19. “Excited! Looking forward to learning how to

improve current practice & improve the quality of
feedback for our students. Incorporating advancing
technology can be challenging, but it certainly helps
improve delivery & streamline our work. It‟s
exciting to be involved in a project such as this & to
see the students responding to greater use of
technology.”
“I am excited to try audio feedback. I think it will be

a really positive addition to my online course.”
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20. “I really like that software that you are using. In previous classes, I‟ve

had to wait for assignments to be returned via inter-office mail to see
written comments; now, I can get them right away. And I really like
being able to get voice comments! I could see how, as a marker, the
ability to leave a voice comment would be really nice!”
“I just finished reviewing my lab assignment from you and my first

thought when I heard your voice was quot;creepyquot;. lol. I'm not that used to
some one talking to me through my computer when I can't see them. I
like the idea though. It adds a personal touch since we rarely if ever get
a chance to see each other. I appreciate it. I'm sure it's added work for
you.”
“The audio is pretty cool!!”

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21. March 20th Adobe Connect session recording

http://mm.eduadvisory.adobe.acrobat.com/p8
8522439/
April 24th Adobe Connect session

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23. Sharon Misfeldt

◦ Phone 775-7564
◦ sharon.misfeldt@siast.sk.ca
Denise Nelson

Phone 775-7683

denise.nelson@siast.sk.ca

PPT available at
http://programs.siast.sk.ca/nelson/#presentations
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