Overcoming Transactional Distance through Implementing Podcasts and Vodcasts: Perceptions from an Open Distance and e-Learning University

Abstract

<p><span lang="EN-US">The COVID-19 pandemic challenged instructional methods of teaching and learning in universities around the world. To bridge this instructional gap, many universities opted for the use of digital technological innovations to reach students. Despite the implementation of these innovations, many higher education institutions were not fully prepared and ready for online teaching and learning during the pandemic. Researchers have argued that podcast and vodcast implementation in higher education institutions bring about no change to students’ motivation and performance. Consequently, there is still limited research on podcast and vodcast implementation and students’ perceptions on the utilisation of these tools in distance learning contexts. Using email interviews and online open-ended evaluation questions, this article aims to explore first-year undergraduate students’ perceptions of using podcasts and vodcasts to enhance academic writing skills in an open distance and e-Learning university in South Africa. Using transactional distance theory, the findings indicate lecturers and students’ positive perceptions towards the implementation of podcasts and vodcasts because today’s students consume digital content [digital natives], enjoy the use of technology and are adept to navigating online learning. However, even though, at first, novice lecturers were hesitant and unfamiliar with recording podcasts and vodcasts, through mediation, lecturers ended up recording quality podcasts and vodcasts that were clear and made use of illustrations that made it easier for students to understand the module’s content. The researchers recommend that lecturers consider their students’ interests, motivation, language and demographic backgrounds in creating podcasts and vodcasts.</span></p>

Perceptions and innovations of academics in an open distance e-learning institution

“…Simon's pedagogical innovation, rooted in the utilization of technology and social presence theory, reinforces the argument that lecturers must evolve and leverage modern tools to cater to the dynamic needs of contemporary students (Herman et al, 2015;Macdonald, 2000;Mohammed, 2020;Nsamba, 2019;Sevnarayan & Mohale, 2022;Sevnarayan et al, 2023). These lecturer perspectives highlight the importance of innovative strategies to facilitate engagement and interaction among students in ODeL context, aligning with the broader literature on academic support and engagement in distance learning.…”

“…Rotar (2022) extends this perspective, asserting that technologies like adaptive learning platforms and intelligent tutoring systems, when integrated effectively with social presence theory, can assist students in overcoming academic challenges and ultimately contribute to their academic success. Drawing from the perceptions of Cleveland-Innes and Garrison (2005), Mohale (2022), andWeidlich et al (2021), the social presence theory underlines the significance of creating a vibrant online community through innovative tools like social media platforms and online learning resources such as podcasts and vodcasts. These resources can enhance communication between students and lecturers, provide easy access to study materials, and create online communities that encourage student engagement and support.…”

“…The first research question, which focused on investigating the current academic support, sought to understand students' views on the state of the current academic support in ENGX module using an evaluation question form. Students' perceptions of academic support are notably influenced by online learning resources available through LMS (Herman et al, 2015;Mohammed, 2020;Sevnarayan & Mohale, 2022;Sevnarayan et al, 2023). This notion is exemplified by one student, Matome, who expressed satisfaction with the existing academic support, emphasizing the helpfulness of resources like podcasts, vodcasts, and recorded virtual classes.…”

The implementation of telegram as a pedagogical tool to enhance student motivation and interaction in academic writing

“…Research has pointed towards integrating educational technology and social media applications into academic writing skills (Sevnarayan, 2022;Sevnarayan & Mohale, 2022;Singh et al, 2022;Wong et al, 2022). Devkota (2021) notes that the students who benefit are those who have better access to digital equipment and internet compared to their rural peers.…”

“…However, Telegram, through its affordability and flexibility, is such a social media application that makes the world smaller (Aghajani & Adloo, 2018;Aladsani, 2021;Swartz et al, 2022) as it gives students a chance to communicate and interact with other students across geographical barriers. Although e-Learning technologies and mobile learning (m-learning) awareness are ever-increasing (Aladsani, 2021;Dollah et al, 2021;Sevnarayan, 2022;Sevnarayan & Mohale, 2022), lecturers' competences and skills are "challenged when faced with a new reality where digital teaching becomes the primary, if not the only, mode of instruction" (Machaba & Bedada, 2022). Lecturers are opposed to the use of Telegram and other social media applications, as they are unaware of its benefits (Dollah et al, 2021).…”