A CASE STUDY: EXAMINING FACULTY PERCEIVED USEFULNESS ABOUT VOICETHREAD

A. Salas

Mercer County Community College (UNITED STATES)
Learning management systems, massive open online courses (MOOCs), cloud-based software and mobile apps represent the tools and the language of academia in the 21st as well as the challenge of innovation adoption.

Applied theoretical frameworks such as the technology acceptance model (TAM) provide a predicting system to determine user acceptance, which is critical in technology adoption decisions.

This study examines faculty perspectives about Voice Thread (VT), a cloud-based voice-authoring tool that combines text, video and images, and supports collaboration, social presence, learning engagement. A case study of 10 faculty members (5 full-time and 5 adjuncts) consisted of interviews, online questionnaires, and a focus group to explored:
(a) faculty’s perceived usefulness of voice authoring tools such as VT,
(b) faculty’s perceived ease-of-use regarding VT, and
(c) faculty plans to use VT.

According to study findings, faculty identified that e-tools such as VT can bridge the gap present in text-dominant online courses, and offered insight into various applications to enhance communication and engagement. They also made it clear that the application should always be purposeful, and the instructional-engagement payoff should be worth the invested time and effort. Participant examples can contribute tech trends discussions about e-tool usefulness and cloud-based voice-authoring tools.

By collecting impressions about this tool, the case study provides a closer analysis of how faculty may value VoiceThread’s impact on classroom engagement and learning. This information is of consequence as it can reveal if faculty merit the tool and would consider its classroom integration. By examining faculty perceived usefulness, this research could expand knowledge about faculty attitudes toward education technology, specifically VoiceThread. On a broader level, this information can contribute to discussions about curriculum development, faculty professional development, classroom objectives, student engagement and learning. In addition, this research could be helpful in change efforts as academic organizations continue to evaluate the plethora of learning e-tools suggested for institutional or classroom adoption.