000			01836nam a22002537a 4500
003			ZW-GwMSU
005			20241114091445.0
008			241114b |||||||| |||| 00| 0 eng d
022			_a1469-7874
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB2300 ACT
100	1		_aBolliger,Doris U _eauthor
245	1	0	_aActive learning in the online environment: _bthe integration of student-generated audio files _ccreated by Doris U Bolliger and David Des Armier,
264	1		_aThousand Oaks: _bSage, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aActive learning in higher education _vVolume 14, number 3,
520	3		_aEducators have integrated instructor-produced audio files in a variety of settings and environments for purposes such as content presentation, lecture reviews, student feedback, and so forth. Few instructors, however, require students to produce audio files and share them with peers. The purpose of this study was to obtain empirical data on graduate students’ perceptions of the integration of student-generated audio files within the context of online, asynchronous course delivery and to gain an understanding of how this approach impacted their perceived satisfaction, engagement, connectedness, learning, and utilization. Results indicate students were satisfied with this instructional approach. The integration of student-generated audio files fostered their engagement and involvement, assisted them in effectively connecting and communicating with peers, and increased their learning. Some drawbacks to this approach are detailed.
650			_aActive learning _vAudio files _xOnline learning
700	1		_aDes Armier, David _eco-author
856			_uhttps://doi.org/10.1177/1469787413498032
942			_2lcc _cJA
999			_c168234 _d168234