Abstract
Since the COVID-19 pandemic many universities have moved towards online learning and spaces; and implemented the use of multimedia technological tools. First-year students in an ODeL institution experience academic writing challenges that emanated from their previous high school and require urgent intervention. In addition, it is essential for academic writing skills to be honed at first-year level to minimise high university dropout rates and ongoing teaching and learning challenges. Academic interventions are crucial for first-year students who are enrolled for a writing module such as the ENG101. Therefore, the use of supplemental tools [podcasts and vodcasts] may reduce academic writing challenges. Podcasts and vodcasts accommodate and appeal for various learning styles [audio and visual-audio]. This study employed qualitative research methodology to collect data. Online open-ended evaluation question, focus group and document analysis were employed to collect data to answer the main research question that aims to uncover students’ perceptions of using podcasts and vodcasts in ENG101 to enhance academic writing skills. This study embraces learner support framework namely: ‘transactional distance’ theory [Moore (1972)] and a ‘community of inquiry’ theory [Garrison, Anderson and Archer (2000)]. Transactional distance theory promotes successful online learning and may be complemented by community of inquiry as it addresses issues of collaborative learning through meaningful interaction for ODeL institutions
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
WRITING CHALLENGES, PODCAST, VODCAST, LEARNING STYLES, TRANSACTIONAL THEORY
