Abstract:

In the Fall of 2009 technology was used in the classroom to: a) extend small group discussions outside the confines of the classroom; and b) to develop new ways for students to share their project presentations with the rest of the class through the use of Blackboard (Bb) and Voicethread. Bb is a web-based learning management system, which provides tools for organizing and designing virtual classroom space. Voicethread is an online interactive tool that allows students to attach images, and record audio comments that can be integrated with each PowerPoint (PP) slide, which could be viewed and shared with others in the class.

Two different undergraduate nursing courses engaged in small group discussions and in class-wide discussions using Bb. Each class was divided into groups of 5-6 students and each group had their small group discussion boards. Students used the small group discussion boards to address and engage in group conversation about case studies and scenarios. In the class-wide discussion board, group leaders summarized the discussions, and posted them allowing for continued class-wide discussions. In both courses the students also completed group presentations. Students in one course conducted their group presentations using Wimba podcasting via Bb while students in another course completed their presentations using Voicethread. In both courses, PP slides were used to supplement the audio version of the presentations. A major difference between both presentation tools is that Wimba Podcasting only allows for an audio narration, not allowing PP slides to be integrated to the presentation, making the slides and audio version separate; and in Voicethread the PP slides can be integrated into the audio version of the presentation, making the slides and audio version one. Bb was used by the faculty member and students as a method to communicate course information, send emails, complete assignments by engaging in group conversations and class-wide conversations and to provide feedback between faculty and groups. Given that there was a large number of students in one course and since Voicethread was a new online tool, Wimba Podcasting was used for the larger course (80 students) while Voicethread was used on the smaller course (50 students).

Students completed an anonymous questionnaire asking for feedback on the courses. Feedback about the discussion board included, “I felt that the discussion boards were very helpful in allowing me to express my opinions on the topics provided because I would have had a difficult time participating in a classroom”; “I was able to share my thoughts more freely”. Feedback on the use of Wimba podcasting included, “This was a different way of using technology in a class presentation”; “Podcasting allowed us to hear each other’s presentations anytime we wanted.” Student feedback on Voicethread included, “This method of doing a presentation allowed me to add my picture and integrate the slides with the audio portion of the presentation”; “It was not as hard to use as I expected and it was nice to be able to invite someone to view the presentation”.

Conclusion: Based on the feedback of the students in both courses, they indicated the course met their needs. They also indicated that they enjoyed using discussion boards as a method of communication and would take another course that uses Bb communication tools (i.e. discussion board), Podcasting or Voicethread.

Keywords:

Podcasting, Voicethread, nursing students.