Voicethread, pedagogical support for knowledge, problem solving, and user satisfaction among undergraduate students in a special education course module
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of study was to explore the use of VoiceThread and its affordances to develop knowledge and problem solving in a module of a teacher education course. 164 undergraduates were randomly assigned to VoiceThread (VT) experimental and the Traditional Instruction (TI) groups. Participants worked on cases of children with emotional behavioral disorders and engaged discussions in VT or face-to-face format. Participants' knowledge and problem solving were measured using pre- and post-tests. Qualitative data were gathered through a demographic survey for participants' background as well as a user satisfaction survey regarding their learning experiences. Results showed that VT and TI participants had significant improvement in knowledge, but lower levels of problem solving. The changes of knowledge and problem-solving performance were not significantly different between the groups. Pre-service teachers learned regardless of demographic differences except for differences in learning related to academic major. No significant differences were revealed on overall satisfaction between the groups. TI participants felt more positive on their communication with group members than VT participants. The findings of the study provided insight for researchers, instructors, and instructional designers on how affordances of VoiceThread support learning. The results challenged educators to rethink how to effective use of VoiceThread or Web 2.0 tools in Teacher Education
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