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All Journal Edutech Studies in Learning and Teaching
Kershnee Sevnarayan
University of South Africa
Education Other

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PODCASTING THROUGH THE PANDEMIC: STUDENTS’ PERCEPTIONS AND PERFORMANCE AT AN ODL INSTITUTION Kershnee Sevnarayan
EDUTECH Vol 21, No 2 (2022)
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/e.v21i2.49237

Abstract

Abstract: The pandemic has prompted the use of supplemental learning tools such as podcasts to become increasingly used to bridge the gap between lecturers and students. This paper argues that podcasting not only sharpens students’ listening skills but also enables them to engage with content more efficiently. This paper is underpinned by the transactional distance theory and the community of inquiry theory to understand the role of podcasting in teaching and learning in distance education. In an attempt to decrease transactional distance, this case study evaluates students’ perceptions of the implementation of podcasts in one South African ODL university, as an example, and investigates the effectiveness of using podcasts as a supplemental teaching tool in an English language module. The findings suggest that supplemental learning does decrease the transactional distance between lecturers-students and students-content. Moreover, the study found that podcasts tend to foster a teaching, social and cognitive presence that forms a community of inquiry. This paper concludes by providing pedagogical recommendations for teacher and student development in distance education contexts.
Moodle as a Tool to Reduce Transactional Distance at an Open Distance and e-Learning University Kershnee Sevnarayan
Studies in Learning and Teaching Vol. 4 No. 1 (2023): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v4i1.165

Abstract

Despite the expansion of e-learning and the adoption of innovative learning management systems to support students, higher education institutions are still struggling under the burden of digital exclusion, hence increasing the transactional distance between lecturers and students. The research was conducted at a South African Open Distance and eLearning university and attempted to (1) understand how the Moodle site is organized to influence transaction distance, (2) identify students’ perceptions of the Moodle site to enhance their academic writing skills, and (3) identify if Moodle is an enabler or disabler to their learning. This article uses a qualitative participatory action research design and draws on the theory of transactional distance. Using observations, open-ended evaluation questions, and a focus group discussion, the study found that students appreciated the communication and interaction facilitated by the lecturers. Despite the challenges that students experienced, the transactional distance was reduced between lecturers and students. Although the findings of this study cannot be generalized on a broader scale, findings are in line with similar studies, amplifying the critical role of the perceptions and challenges of first-year students in HEIs to bring about the required change.
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