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The impact of the utilization of pod...

Supanakorn-Davila, Supawan.

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The impact of the utilization of podcasts on student motivation in an online learning environment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of the utilization of podcasts on student motivation in an online learning environment./
Author:	Supanakorn-Davila, Supawan.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3563508
ISBN:	9781303118500

The impact of the utilization of podcasts on student motivation in an online learning environment.
Supanakorn-Davila, Supawan.

The impact of the utilization of podcasts on student motivation in an online learning environment. - 201 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--University of Wyoming, 2013.

The study first examined how instructors have used podcasts to deliver instructional materials in online courses as well as instructors' perception of the utilization of podcasts. The effects of the instructional uses of podcasts and students' individual differences on learning motivation were then investigated. Data were collected during Fall 2011, Spring 2012, and Summer 2012 at a research university in the United States. About 28 online instructors responded to the Instructional Use of Podcasts Survey (IUPS) instrument. One hundred and two online students completed the Modified Instructional Materials Motivation Survey (Modified IMMS) instrument (Bolliger et al., 2012), which was initially developed by Keller (2006). The instrument includes four subscales: attention, relevance, confidence, and satisfaction. The results indicated that most instructors produced 6-to-15 minute podcasts and supplied two to four podcasts per unit of study. The use of podcasts to provide feedback and to introduce discussion topics helped foster students' learning motivation, attention, satisfaction, and perceived relevance. Strong positive correlations among materials delivered through the podcasts suggest the selection of suitable types of materials to match with students' needs. The length of podcasts and the quantity of podcasts showed significant differences in students' motivation. Recommendations for improvement of the use of podcasts and suggestions for future research are discussed.

ISBN: 9781303118500Subjects--Topical Terms:

1018012
Education, Technology of.

The impact of the utilization of podcasts on student motivation in an online learning environment.
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245 1 4 $a The impact of the utilization of podcasts on student motivation in an online learning environment.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Doris U. Bolliger.
502 $a Thesis (Ph.D.)--University of Wyoming, 2013.
520 $a The study first examined how instructors have used podcasts to deliver instructional materials in online courses as well as instructors' perception of the utilization of podcasts. The effects of the instructional uses of podcasts and students' individual differences on learning motivation were then investigated. Data were collected during Fall 2011, Spring 2012, and Summer 2012 at a research university in the United States. About 28 online instructors responded to the Instructional Use of Podcasts Survey (IUPS) instrument. One hundred and two online students completed the Modified Instructional Materials Motivation Survey (Modified IMMS) instrument (Bolliger et al., 2012), which was initially developed by Keller (2006). The instrument includes four subscales: attention, relevance, confidence, and satisfaction. The results indicated that most instructors produced 6-to-15 minute podcasts and supplied two to four podcasts per unit of study. The use of podcasts to provide feedback and to introduce discussion topics helped foster students' learning motivation, attention, satisfaction, and perceived relevance. Strong positive correlations among materials delivered through the podcasts suggest the selection of suitable types of materials to match with students' needs. The length of podcasts and the quantity of podcasts showed significant differences in students' motivation. Recommendations for improvement of the use of podcasts and suggestions for future research are discussed.
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