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首页> 外文会议>International Technology, Education and Development Conference >(1011) PERCEPTIONS OF LEARNERS AND TEACHERS REGARDING THE PEDAGOGICAL BENEFITS OF AUDIO MEDIA FOR DISTANCE EDUCATION IN RESOURCE POOR CONTEXTS
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(1011) PERCEPTIONS OF LEARNERS AND TEACHERS REGARDING THE PEDAGOGICAL BENEFITS OF AUDIO MEDIA FOR DISTANCE EDUCATION IN RESOURCE POOR CONTEXTS

机译：（1011）学习者和教师的看法，了解资源贫困环境中远程教育的音频媒体的教学效益

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This study analyzed the perceptions of learners and teachers regarding the pedagogical benefits of audio media as a medium of instruction for distance education. For this study, audio media refers to the use of interactive live radio lectures and podcasts. In this instructional method, Higher Education distance students (HEDS) had no direct contact with their teachers. All lectures were delivered through the radio. No modules or any other handouts in form of printed materials were given to the students, they instead downloaded podcasts from Moodle platform for their revision. Whereas, many studies have been done on the use of audio media in distance teaching and learning, no study has been carried out that combines live radio lectures and podcasts as an independent medium of instruction. The conventional method of instruction has had its own challenges and setbacks. Mainly concerns have been raised regarding the limited time for face to face interaction between students and lecturers. This calls for a convenient, affordable and flexible intervention and thus a need for this study. However, the opinions of academic staff and students regarding instructional benefits of audio media in distance teaching and learning needed to be investigated before rolling out the instructional methodology. HEDS from School of Education and School of Health Sciences (n=81) and lecturers (n=41) involved in distance teaching were asked to fill a questionnaire intended to investigate their opinions on the use of audio media as a medium of instruction. Prior to filling the questionnaire and attending audio media classes, both students and teachers received orientation through workshops on how to use audio media in distance teaching and learning. Data was analyzed by the use of descriptive statistics, Mann-Whitney u test, correlation method and Kruskal-Wallis H test. Generally, results indicate that learners perceive audio media as a valuable medium of instruction. There were no significant differences in terms of perception between urban and rural students. The results also show that the majority of the teachers have a positive opinion regarding audio media as a medium of instruction. Differences were identified in terms of perception based on University teaching experience. Teachers with more than 10 years’ experience were more positive regarding the use of audio media compared to teachers with 0-2 years of teaching experience. These results indicate that audio media as a medium of instruction is considered pedagogically beneficial in distance education.
机译：本研究分析了学习者和教师对音频媒体的教学效益作为远程教育的媒介的看法。对于本研究，音频媒体是指使用互动式直播讲座和播客。在这种教学方法中，高等教育距离学生（HEDS）与其老师没有直接接触。所有讲座都通过收音机提供。没有对学生提供印刷材料形式的模块或任何其他讲义，而是他们从Moodle平台下载了从Moodle平台的播客进行修订。然而，在远程教学和学习中使用音频媒体已经完成了许多研究，没有进行研究，即将现场无线电讲座和播客结合为独立的教学介质。传统的指导方法有自己的挑战和挫折。主要担心对面对学生和讲师之间的互动的有限时间来提出。这需要方便，实惠灵活的干预，因此需要这项研究。然而，在推出教学方法之前，学术人员和学生对音频媒体的教学效益的意见，需要在滚动教学方法之前进行调查。从教育和卫生学院（n = 81）和讲师（n = 41）涉及远程教学的讲师（n = 41），填写调查问卷，旨在调查他们对使用音频媒体作为教学媒介的看法。在填写问卷和参加音频媒体课程之前，学生和教师都会通过关于如何在远程教学和学习中使用音频媒体的研讨会进行方向。通过使用描述性统计分析数据，Mann-Whitney U测试，相关方法和Kruskal-Wallis H测试。通常，结果表明学习者将音频介质视为有价值的指导媒介。城乡学生的看法没有显着差异。结果还表明，大多数教师对音频媒体作为教学媒介有积极的意见。基于大学教学经验的感知方面确定了差异。拥有10年以上经验的教师对使用0-2岁的教学经验的教师使用音频媒体的使用更积极。这些结果表明，音频媒体作为指导媒介被认为是在远程教育中进行教育有益的。

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