Academic Exchange Quarterly Winter
2009 ISSN 1096-1453 Volume 13, Issue
4
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iPods and iTunesU in Online Education
Michael A. Kanters, North Carolina
State University, NC
P. Brian Greenwood, California Polytechnic State University,
San Luis Obispo, CA
Kanters, Ph.D.,
Associate Professor of Parks, Recreation, & Tourism Management and
Greenwood, Ph.D., Assistant Professor of Recreation, Parks, & Tourism
Administration, co-teach through NC StateÕs Distance Education & Learning
Technology Applications (DELTA)
Abstract
The
expansion of online education has led to concurrent growth in emerging
technologies being implemented in an attempt to enhance the learning
environment for todayÕs students. A qualitative approach was utilized through
blog entries and a focus group to explore student use and perceptions of
integrated technology in iPods and podcasting through iTunesU.
The findings provide insight into the Net generation of students and their
interaction with technological tools employed in online or distance education
courses.
Introduction
Online,
distance, or e-learning education in the United States has grown at
unprecedented rates with online enrollment accounting for nearly 20% of total
enrollment for institutions of higher education. Over the past five years, the
number of students taking at least one online course in the United States has
more than doubled (Allen & Seaman, 2007). As enrollments continue to
increase and funding for building and infrastructure expansion decrease, most
universities see online course delivery as a strategically effective and cost
efficient method of accommodating growth. Despite this rapid growth, only 2.2%
of students in a nationwide survey preferred online only classes (Kvavik, 2005). Yet, over 70% of students reported
preferences for moderate to extensive use of information technology in the
classroom. Opponents argue that online education is a poor substitute for
face-to-face classroom instruction and that the delivery of course material and
student comprehension and retention are marginalized in an online asynchronous
format (Bork, 1997; Errington, 2001). In contrast, a
growing body of literature advocates that online education, which includes the
integration of new technologies combined with flexible learning formats, may
more effectively engage todayÕs ÒNet generationÓ of students (e.g., Conole, de Laat, Dillon, &
Darby, 2008).
Although
cost effectiveness may be a sufficient rationale for the integration of online
learning, Sharpe, Benfield, Lessner, and DeCicco (2005) argue that a focus on issues such as student
access and facility limitations fails to acknowledge the learnerÕs perspective.
TodayÕs students are fundamentally different from previous generations in the
way they process information and communicate (Oblinger
& Oblinger, 2005). TodayÕs students prefer to
receive information quickly, are adept at processing information and
multi-tasking, use multiple communication channels to access information and
communicate with friends and instructors (Oblinger
& Oblinger), and use a variety of technological
tools to facilitate and support their learning (Conole
et al., 2008).
Two such
complementary tools receiving growing attention in the delivery of asynchronous
online course content are iPods and podcasts. The similar nomenclature gives
the false impression that podcasts are only accessed through iPods. ÒPodcasting
is a method for distributing digital video and audio contents over
the InternetÓ (Lazzari, 2009, p. 28). Users first subscribe
to a podcast of interest. Content is then updated automatically and is
available for download onto any handheld mp3 player (Campbell,
2005; Lazzari; Lum, 2006). The
use of podcasts and iPods or other portable media players is increasingly being
integrated into e-learning environments (e.g., Campbell; Hoganson
& Lebron, 2007; Lazzari;
Lonn & Teasley, 2009; Lum). Questions, however, remain about a potential mismatch
between student personal use of technology and student preferences for
technologies used in a learning environment (Kennedy et al., 2006). More
in-depth and targeted studies are needed to determine how students are using
technologies in their education and what they think about these new
technologies. The purpose of this study was to examine student use and
perceptions of integrated technology for online course delivery, specifically
the use of iPod Touches and enhanced podcasts and videos delivered through iTunesU. We
sought to examine specifically how students were using these new technologies
in an online course environment and whether portable mobile devices such as
iPods actually contribute to student learning.
Methods
Potential
subjects were randomly selected from an upper division undergraduate Distance
Education course at a major public university in the southeastern United States
and invited to participate in the study. Invitations to participate in the
study were sent to 20 students using the email address each student provided to
the university. An initial invitation was sent at the beginning of December
with follow-up emails sent on December 15, 2007 and again on January 3, 2008.
By January 7, thirteen of the twenty randomly selected students had
agreed to participate in the study for a response rate of 65%. The criteria set
for students who agreed to participate included the following: (1) take
possession of and be responsible for returning an Apple iPod Touch for the
semester; (2) complete weekly blog entries describing their general experience
with the course delivery methods as well as their use of the iPod; and (3)
attend an orientation at the beginning of the semester and participate in a
focus group towards the end of the semester. Due to scheduling conflicts, seven
of the thirteen students participating in the study attended the focus group
session.
The course
selected for the study was an asynchronous online class that has been taught
for four years using an integrated online learning platform (i.e., Blackboard
Vista). Several modifications and enhancements were made to the course in an
effort to further and more effectively deliver the material and engage
students. In addition to offering course material through the Blackboard (Bb)
Vista learning platform (with asynchronous lectures, virtual field trips,
videos, and supplemental readings), audio-visual course material (i.e.,
enhanced podcast lectures & pre-recorded videos) was also delivered through
AppleÕs iTunes software using the iTunesU platform.
As mentioned previously, study participants received an iPod Touch but were not
given specific requirements regarding use of the iPod for course material.
Weekly blog entries were recorded by each student through a dedicated blog site
developed and managed on a university server. A focus group was conducted in
the second half of the semester and was facilitated and audio taped by one of
the researchers with assistance from two research assistants.
Data
were analyzed utilizing open and axial coding by each of the researchers, with
codes and themes developed based on student responses. Inter-rater reliability
is pertinent when interpretation is complex or latent constructs are involved,
but since these data did not fit those criteria, factoring inter-rater
reliability would have been superficial and inflated due to the pragmatic data.
The intent of the blog entries was to provide weekly data while students were
immersed in the experience. The focus group session was intentionally scheduled
in the second half of the semester for the same immersion consideration and to
avoid potential bias had it been scheduled after grades were earned in the
class.
Results
Open and
axial coding of the blog entries and focus group responses provided insights
into several aspects of studentsÕ lives, their perspective on education and
online learning, and the use of technology. Emergent themes from blog entries
and focus group responses included the positive use of the iPods and iTunesU as well as both the convenience and the challenges
(i.e., frustration) over technical issues. We report the data in chronological
order to maintain a storyline that adds additional relevance in considering the
pedagogical implications at various points in a semester.
Results
from the first weekÕs blog entries primarily focused on their excitement with
the iPod Touch. The following entry
by student A was representative of the convenience theme that arose initially:
This week I have used the ipod touch in several ways. Not only for leisure when
exercising, but for music videos, and of course class. ItÕs a quick and convenient way to have a class. Just download
the video and watch it while on the bus [1],
or even walking on the treadmill. I find myself using this ipod touch rather than my ipod.
As for class, I did download the instructors video and had no problems. It ran
smoothly, just like watching it on my computer.
Students
also began to positively comment on the flexibility provided by the
asynchronous format of the course combined with the mobile access provided by
the iPod. The following statement from student B provides an example:
Being able to watch my lectures
on my ipod comes as a big convenience. I haven't had
to do any traveling, but being able to take my lectures with me makes doing hw
a lot easier (even if i'm just watching it in my
bed...as was the case this week). I already plan on watching my lectures during
Spring Break travel. Taking a class through iTunes U is also a great tool for
those that find paying attention in class difficult, or if the professor moves
at a fast pace. If i find myself distracted I can
always rewind the lectureÉ (inserted) I used my itouch to complete a group project in another PRT class
that required use of music.
Preliminary
data [2] were positive and focused predominantly on the flexibility and
convenience of the iPod Touch interfaced with iTunesU. Yet, the data changed around the five-week mark. Blog
entries were infrequent after the fifth week, but the dominant theme arising in
entries and during the focus group related to use of the iPod was summarized by
student F, ÒI have not used my Ipod for academics in
quite a while either. In fact, the last thing I sought out my Ipod for was to get online at home because my wife was
using the computer.Ó Most students agreed that while the iPod was attractive to
them at first as a tool of convenience through integration with the iTunesU platform, they eventually reverted back to their
computers. Follow-up comments in the focus group were centered on the fact that
most students already have their computers with them anyway, so they would
rather view material through that medium as opposed to the smaller iPod screen.
Besides the technological issues, students expressed satisfaction with the
enhanced podcast lectures and appreciated the convenience of being able to
pause and rewind lectures and access the material at any time of day.
The remaining question yet to be addressed and not arising as a
topic in the blog entries was student preference of the two delivery methods
for enhanced podcast lectures and videos Ð either conventionally through the
established learning platform of Bb Vista or through iTunesU.
This question was addressed in the focus group. The sentiment was mixed with
some students preferring the perceived ease of all material in one location
within Bb Vista, while others expressed a preference for the convenience of
being able to access course material through a software program in iTunes that
they use frequently. The general discourse over preferred course delivery
methods was influenced by two dominant aspects: (1) general frustration with
technical issues encountered by some students (i.e., download errors, audio
problems, Internet connection issues); and (2) the existence of both platforms
and the feeling that they needed to check both or miss a critical aspect.
Student consensus was reached when the prospect of more effective integration
between the two platforms was proposed.
In summary, results were indicative of conflicting use patterns
and perceptions of integrated technology for online course delivery. In the
following section, the main findings are examined to determine whether
conclusions can be drawn based on the current and prior research.
Conclusion
Our
findings contribute to the continued dialogue related to technology use,
e-learning, and the Net generation of college students and highlight the
importance of critically examining technology use in online education.
Although
students initially were drawn to the novelty and convenience of the iPod Touch,
their use of the tool as a supplement to learning was not sustained throughout
the semester. Most students in our study admitted that their eventual use of
the device, if used at all, was for leisure pursuits such as music or surfing
the Internet. These findings are supportive of prior research by Lonn and Teasley (2009) that
indicated iPod use on college campuses is predominantly non-academic in nature.
Although our results do not support the vision expressed by Campbell (2005) of
a revolution of sorts with college students around the world walking to and
from class listening to educational podcasts on iPods or mp3 players, the
findings do support empirical evidence reported by Lonn
and Teasley and Lum (2006)
that podcasts can be an effective technological tool in traditional and
e-learning educational environments.
Oblinger and Oblinger (2005) noted that
todayÕs students are adept at processing information and multi-tasking and use
multiple communication channels to access information, and Conole
et al. (2008) echoed this sentiment. Yet, Kvavik
(2005) cautioned that college faculty should not mistakenly believe that
student personal use of technology always extends to learning environments and
instructional technologies. Windham (2005), a student and member of the Net
generation, echoed this cautionary message, ÒThey [college faculty] will either
try too hard to transform education into the virtual language I understand or
too little to accommodate for the differences between usÓ (p. 5.2). Our
findings were reflective of both the individualized and varied nature of
student learning and interaction with technology. Some students encountered and
easily overcame technological issues, while others grew easily frustrated.
Likewise, some students embraced the iTunesU platform
for delivery of audio-visual material, while others who were less familiar with
iTunes preferred the more traditional learning platform of Bb Vista. Despite
the individual differences, consensus was reached in the focus group that more
effective integration of both platforms would be a welcome enhancement to the
course.
The
limitations of a qualitative approach are naturally related to objectivity and
generalization. We recognize the potential bias inherent within this study
design, but the tendency would have been towards an overstatement of the impact
of the technological tools that were implemented. We do not believe that to be
the case here, but we do caution against generalization. Our findings provide
insight for college faculty and instructional designers to consider when
implementing these technological tools in e-learning but should not be
interpreted as a definitive statement on these integrated technology tools.
Recent research has pointed to similarities between online and classroom-based
students in relation to level of knowledge and motivation (Harris & Gibson,
2007), yet we contend that future analysis should be more focused on
determining if perspectives and use of various course delivery components and
technological tools vary by learning styles, major, prior experience, or
related demographics.
As
online education continues to proliferate on university campuses across the
globe, many will become captivated with the potential integration of new and
exciting technologies for both course content development and delivery. While it appears that todayÕs generation
of students may be receptive to new technologies and certainly have greater
expectations for the use of technology in all aspects of their lives, including
their education, instructors should carefully evaluate the true utility of any
technological advancement before integrating into their courses.
Endnotes
[1]
Identifying information such as the name of the campusesÕ bus service were
omitted and replaced with more anonymous language. Otherwise, student blog
entries or focus group quotes were included verbatim.
[2] Preliminary data after a month of blog entries were reported and discussed
in a short paper and presentation to the International
Association for Development of the Information Society (IADIS) International
Conference on e-learning in Amsterdam.
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