in TECHTRENDS, ASSOCIATION FOR EDUCATIONAL COMMUNICATIONS & TECHNOLOGY 2017. PEGGY M. DELMAS
UNIVERSITY OF SOUTH ALABAMA.

Abstract

A sense of belonging to a learning community has been identified as one of the factors contributing to greater student satisfaction and persistence in online education pro-grams. Using the community of inquiry framework as a theoretical guide, the purpose of this study was to explore the role of VoiceThread, a web-based platform that facilitates cloud communication, in creating a sense of community for U.S. adult learners in the online environment. This study surveyed 39 students in a College of Education fully online master’s program and in a blended doctoral program regarding their experiences using VoiceThread in their courses. Results indicate that students perceive VoiceThread positively in the creation of online community. Students reported feeling more connected their classmates due to the tool’s ability to add voice to online activities. Students also felt more connected to their instructor due to VoiceThread’s ability to humanize, or make the instructor seem real.

Retrieved from: https://link.springer.com/epdf/10.1007/s11528-017-0195-z?author_access_token=Z71KTyGGiSPWNkxYo9gHg_e4RwlQNchNByi7wbcMAY50d_OhHi1YMt9FaaMg45LC8LAnVhPDWG4gY-ed4vag_QiO7r8KZa28Q81v-SeLddHG6Zd7prKon_M-9tvWriuBsTscAVjQBlRN1EWOOYPm7A==


in VATESOL (VOLUME 19, ISSUE 1, MARCH 2016), AND THE WATESOL (WINTER 2017 EDITION) NEWSLETTERS

Abstract

This article describes a VoiceThread /FTC project carried out with advanced ESL students at the Virginia Tech Language and Culture Institute in the National Capital Region. This project is the culminating activity of a series of tasks created with the “backward design” approach in mind. Backward design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment (Wiggins & McTighe). In this unit, the overarching goal is an oral presentation on Art, which will be recorded by the students using VoiceThread.

Retrieved from: https://monicamulholland.com/2017/02/20/the-visual-arts-and-visual-literacy-in-language-education-an-interactive-project/


in DR MAIREAD SEERY, DEPARTMENT OF SOCIAL SCIENCE & DESIGN,
FACULTY OF SCIENCE & HEALTH, ATHLONE INSTITUTE OF TECHNOLOGY

Abstract

This case study presents how VoiceThread, an online application used to create multimedia presentations and conversations, was used to enable first year students to give and receive feedback. In the process, the presentation skills of the student are enhanced.

Retrieved from: http://y1feedback.ie/wp-content/uploads/2017/01/AIT-3-Mairead-Seery-2.pdf


in JOURNAL OF PROFESSIONAL NURSING JANUARY–FEBRUARY, 2017, VOLUME 33, ISSUE 1, PAGES 20–26. OLA H. FOX, DNS, CNL, SPRING HILL COLLEGE.

Abstract

The movement to advance the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards continues with CNL programs offered on-line at colleges and universities nationwide. Collaborative learning activities offer the opportunity for CNL students to gain experience in working together in small groups to negotiate and solve care process problems. The challenge for nurse educators is to provide collaborative learning activities in an asynchronous learning environment that can be considered isolating by default. This article reports on the experiences of 17 CNL students who used VoiceThread, a cloud-based tool that allowed them to communicate asynchronously with one another through voice comments for collaboration and sharing knowledge. Participants identified benefits and drawbacks to using VoiceThread for collaboration as compared to text-based discussion boards. Students reported that the ability to hear the voice of their peers and the instructor helped them feel like they were in a classroom communicating with “real” instructor and peers. Students indicated a preference for on-line classes that used VoiceThread discussions to on-line classes that used only text-based discussion boards.

Retrieved from: http://www.professionalnursing.org/article/S8755-7223(16)30124-7/fulltext


in JOURNAL OF ONLINE LEARNING AND TEACHING, VOL. 10, NO. 1, MARCH 2014, AIMEE DENOYELLES, JANET MANNHEIMER ZYDNEY, BAIYUN CHEN.

Abstract

Asynchronous discussions are often utilized in online courses to provide a venue for students to openly communicate and build shared understanding, and for instructors to skillfully facilitate the process. While discussions can be invaluable toward creating and sustaining an online community of inquiry (CoI), they are not effective if not optimally designed. It is the authors’ position that it is helpful to identify research-proven online discussion strategies and conceptualize them into the CoI framework, which has been extensively studied and validated. This framework posits that there are three interrelated presences – social, cognitive, and teaching – that must be perceived by members in order to facilitate a successful educational experience. Classifying strategies within this framework may guide instructors to purposefully select and employ methods that encourage productive, efficient, and meaningful discussions. Strategies, such as providing prompt but modest feedback, peer facilitation, protocol discussion prompts, and providing audio feedback, were found to support multiple presences in a review of the literature. Based on these findings, it is argued that educators need to employ discussion strategies that integrate all three presences in order to support an effective online CoI.

Retrieved from: http://jolt.merlot.org/vol10no1/denoyelles_0314.pdf


in THE JOURNAL OF TEACHER ACTION RESEARCH, VOLUME 3, ISSUE 1, 2016, BEATRIZ G. GLICK
PENNSYLVANIA STATE UNIVERSITY-HAZELTON

Abstract

The purpose of this action research was to assess the pedagogical value of the software program VoiceThread (VT) as compared to classroom discussions in developing and enhancing student production of the Present Subjunctive at the Intermediate level of Spanish language courses.

Retrieved from: http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/beatriz_glick.pdf


in RESEARCH HIGHLIGHTS IN INFORMATION TECHNOLOGY AND TEACHER EDUCATION 2010 (PP. 9-18). CHESAPEAKE, VA. GAO, F. & SUN, Y. (2010). SUPPORTING AN ONLINE COMMUNITY OF INQUIRY USING VOICETHREAD. IN C. MADDUX ET AL.(EDS.)

Abstract

Using the community of inquiry framework proposed by Garrison, Anderson, and Archer (2000), this paper examines how to use a Web 2.0 tool – VoiceThread to support online learning communities for professional development in teacher education. In this paper, we discuss the unique features and affordances of VoiceThread, and propose possible learning activities to enhance social, cognitive and teaching presence in online learning communities.

Retrieved from: https://www.scribd.com/document/29576716/Supporting-an-online-community-of-inquiry-using-VoiceThread



in INDIANA READING JOURNAL VOLUME 44 ISSUE 1, PAGES 36-45

Abstract

This article explores VoiceThread as an online tool for supporting literacy and Higher Order Thinking Skills (HOTS) within the top three levels of the Revised Bloom’s Taxonomy.  VoiceThread is a collaborative Web 2.0 tool allowing users to create, share, and comment on images, documents, and videos.  Readers are first provided with an overview of VoiceThread followed by curriculum opportunities for using VoiceThread to analyze, evaluate, and create.

Retrieved from: http://www.joomag.com/magazine/indiana-reading-journal-volume-44-issue-1/0804259001441217311/p36?


in THE JOURNAL OF INTERACTIVE TECHNOLOGY AND PEDAGOGY MAY 28, 2015
SOLOMON NEGASH, KENNESAW STATE UNIVERSITY, TAMARA POWELL, KENNESAW STATE UNIVERSITY

Abstract

This research provides a structure for creating an engaging online classroom and provides empirical support showing the value of a collaborative tool: VoiceThread. The two research questions: (1) How does the instructor increase student engagement in an online course? and (2) How does the instructor evaluate the value of a collaborative online tool? are discussed using qualitative and quantitative methods, respectively.

Retrieved from: http://jitp.commons.gc.cuny.edu/increasing-student-engagement-and-assessing-the-value-of-an-online-collaboration-tool-the-case-of-voicethread/


in PROCEEDINGS OF THE SYMPOSIUM ON EMERGING TECHNOLOGY TRENDS IN HIGHER EDUCATION
MOLLIE R. CUMMINS PHD, RN, FAAN, RAMKIRAN GOURIPEDDI MBBS, MS

Abstract

In this paper we describe our experience of implementing mediabased discussion in an online course to promote scholarly engagement, and to demonstrate the use of VoiceThread (2014), proprietary software for implementing media-based discussion

Retrieved from: http://epubs.utah.edu/index.php/emerge/article/viewFile/1334/1026


in PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2015 (PP. 229-233). CHESAPEAKE, VA: ASSOCIATION FOR THE ADVANCEMENT OF COMPUTING IN EDUCATION (AACE) CHING, Y.H. & HSU, Y.C. (2015)

Abstract

Audio/video discussion has been used increasingly in online courses due to its affordances in enhancing online communication. However, whether learners of different characteristics can benefit from this discussion modality has not been investigated extensively. This study examined whether gender plays a role in learners’ preferences and perceptions of audio/video discussion as compared to text discussion. The survey data of thirty-six participants’ perceptions were collected and studied after they participated in an audio/video discussion activity. The findings show that females preferred audio/video discussion more than males did, and more females reported that audio/video discussion strengthened their connection with peers. The top three benefits of audio/video discussion perceived by females and males are presented in this paper. Overall, using audio/video discussion to augment online communication and to connect learners is likely to be more effective and perceived more positively by female students than male students. The findings in this study could provide implications for sound pedagogical decisions that satisfy student preferences.

Retrieved from: http://jolt.merlot.org/vol11no1/Ching_0315.pdf


in A DISSERTATION PRESENTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION CAPELLA UNIVERSITY JUNE 2015 BY MICHELLE PACANSKY-BROCK

Abstract

Colleges and universities are now part of an ecosystem that includes educational technology companies. As more faculty adopt Web 2.0 technologies, institutions ofhigher education must seek sustainable methods to support faculty and this mayinvolve collaborations with ecosystem partners. The purpose of this action research study was to improve the support resources provided by the VoiceThread organization, a Web 2.0 tool provider, to its higher education users. This study was guided by three questions: a) is there a significant difference in faculty perceptions about the pedagogical benefits of VoiceThread between faculty who examine VoiceThread in an eBook and faculty who examine VoiceThread through a webinar; b) how can an eBook be designed to support the diverse needs of 21st century faculty; and c) what are the support needs of faculty who teach with VoiceThread?

Retrieved from: https://www.academia.edu/14094057/Evaluating_the_Effects_of_an_eBook_to_Support_Faculty_Who_Teach_with_VoiceThread



in INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING 7(4).(2010)

Abstract

This article defines active learning before explaining the theory and practice of VoiceThread technology. It is a provocative, persuasive presentation of VoiceThread technology in action including available resources and how to produce it. Keywords: active learning, interactive learning, experiential learning, constructivist learning, engaged learning, motivated learning, hands-on learning, authentic learning, problem-based learning, case-based learning, group learning, team-based learning, collaborative learning, cooperative learning, simulation, game-based learning, discussion learning, production-based learning.

Retrieved from: http://www.itdl.org/Journal/Apr_10/article02.htm