Satisfaction of Distance Education University Students with the Use of Audio Media as a Medium of Instruction: The Case of Mountains of the Moon University in Uganda
This study investigates the satisfaction of distance education university students (DEUS) with the use of audio media as a medium of instruction. Studying students’ satisfaction is vital because it shows whether learners are comfortable with a certain instructional strategy or not. Although previous studies have investigated the use of audio media, the satisfaction of students with an instructional strategy that combines radio teaching and podcasts as an independent teaching strategy has not been fully investigated. In this study, all lectures were delivered through the radio and students had no direct contact with their instructors. No modules or any other material in form of text were given to the students. They instead, revised the taught content by listening to podcasts saved on their mobile electronic gadgets. Prior to data collection, DEUS received orientation through workshops on how to use audio media in distance education. To achieve objectives of the study, a survey, naturalistic observations and face-to-face interviews were used to collect data from a sample of 211 undergraduate and graduate students. Findings indicate that there was no statistically significant difference in the levels of satisfaction between male and female students. The results from post hoc analysis show that there is a statistically significant difference in the levels of satisfaction regarding the use of audio media between diploma and graduate students. Diploma students are more satisfied compared to their graduate counterparts. T-test results reveal that there was no statistically significant difference in the general satisfaction with audio media between rural and urban-based students. And ANOVA results indicate that there is no statistically significant difference in the levels of satisfaction with the use of audio media across age groups. Furthermore, results from observations and interviews reveal that DEUS found learning using audio media a pleasurable medium of instruction. This is an indication that audio media can be considered as an instructional strategy on its own merit.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.3298920Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 293
 Cheung AC, Slavin RE. How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review. 2012 Dec 1;7(3):198-215.
 Wu J, Liu W. An empirical investigation of the critical factors affecting students' satisfaction in EFL blended learning. Journal of Language Teaching & Research. 2013 Jan 1;4(1).
 Postigo RA, Bendayan R, Mena MJ. The Student Satisfaction with Educational Podcasts Questionnaire. Escritos de psicología. 2017;10(2):126-33.
 Zhu C. Student satisfaction, performance, and knowledge construction in online collaborative learning. Journal of Educational Technology & Society. 2012;15(1):127.
 Tan TG, Lim TH, Goh CS. The relationship between students’ satisfaction in using podcasts and their achievement. Retrieved from https://www.researchgate.net/.../254864278.
 Evans C. The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & education. 2008 Feb 1;50(2):491-8.
 Middleton A. Beyond podcasting: creative approaches to designing educational audio. ALT-J. 2009 Jul 1;17(2):143-55.
 Lee MJ, Chan A. Reducing the effects of isolation and promoting inclusivity for distance learners through podcasting. Online Submission. 2007 Jan;8(1):85-105.
 Moore MG. Distance Education: A Learner's System. Lifelong Learning. 1989;12(8):8-11.
 Kasse JP, Balunywa W. An assessment of e-learning utilization by a section of Ugandan universities: challenges, success factors and way forward. In International conference on ICT for Africa 2013 (pp. 20-23).
 International Telecommunication Union, (2017). ITU 15th World Telecommunication/ICT Indicators Symposium (WTIS). Switzerland: International Telecommunication Union. Retrieved from khttp://www.itu.int/en/ITUD/Statistics/Pages/events/wtis2017/default.aspx On 10/2/2018.
 Efuwape BM, Aremu A. Gender differences in acceptability and usability of computer-based learning package in electrical and electronics technology in Nigeria. American Journal of Educational Research. 2013;1(10):419-24.
 Gefen D, Straub D. A practical guide to factorial validity using PLS-Graph: Tutorial and annotated example. Communications of the Association for Information systems. 2005 Jul 21;16(1):5.
 Yukselturk E, Bulut S. Gender differences in self-regulated online learning environment. Educational Technology & Society. 2009 Jul 1;12(3):12-22.
 Taylor L, Clark S. Educational design of short, audio-only podcasts: The teacher and student experience. Australasian Journal of Educational Technology. 2010 May 16;26(3).
 Vogt M, Schaffner B, Ribar A, Chavez R. The impact of podcasting on the learning and satisfaction of undergraduate nursing students. Nurse education in practice. 2010 Jan 1;10(1):38-42.
 Banerjee G. Blended environments: Learning effectiveness and student satisfaction at a small college in transition. Journal of Asynchronous Learning Networks. 2011 Feb;15(1):8-19.
 Thomas S, Toland SH. Imitating podcasts by providing audio content to support and enhance language learning. JALT CALL Journal. 2015;11(1):3-17.
 Lakhal S, Khechine H, Pascot D. Student behavioural intentions to use desktop video conferencing in a distance course: integration of autonomy to the UTAUT model. Journal of Computing in Higher Education. 2013 Aug 1;25(2):93-121.
 Karim S, Islam MM. Use of Media in Open and Distance Learning: A Study of Their Use at Bangladesh Open University. Accessed from http://digital.lib.ou.ac.lk/docs/bitstream/701300122/1189/1/Use%20of%20Media%20in%20Open%20and%20Dis. On 11/2/2018.
 Maag M. iPod, uPod? An emerging mobile learning tool in nursing education and students’ satisfaction. In Who's learning? Whose technology? Proceedings ASCILITE 2006 2006 Dec 3 (pp. 483-492).
 Faramarzi S, Bagheri A. Podcasting: Past Issues and Future Directions in Instructional Technology and Language Learning. Journal of Applied Linguistics and Language Research. 2015 May 11;2(4):207-21.
 Torres JM. The use of podcasts in higher education: Communication, innovation, education and knowledge management. International Journal of Educational Technology in Higher Education. 2011 Jul 1;8(2):225-40.
 Gorra A, Finlay J. Podcasting to support students using a business simulation. Electronic Journal of e-Learning. 2009;7(3):257-64.
 Tam CO. The effectiveness of educational podcasts for teaching music and visual arts in higher education. Research in Learning Technology. 2012;20(1):n1.
 Arulchelvan S, Viswanathan D. Role and Effectiveness of Electronic Media in Higher Education-With Special Reference to Tamilnadu. Turkish Online Journal of Distance Education. 2006;7(4).
 Ting KY. Blended Learning as a Theoretical Framework for the Application of Podcasting. English Language Teaching. 2014;7(5):128-35.
 Fietze S. Podcasting in Higher Education: Students' Usage Behaviour. IIM; 2010.
 Chester A, Buntine A, Hammond K, Atkinson L. Podcasting in education: Student attitudes, behaviour and self-efficacy. Journal of Educational Technology & Society. 2011 Apr 1;14(2).
 Oblinger D, Oblinger J. Is it age or IT: First steps toward understanding the net generation. Educating the net generation. 2005 Sep;2(1-2):20.
 Richardson JC, Newby T. The role of students' cognitive engagement in online learning. American Journal of Distance Education. 2006 Mar 1;20(1):23-37.
 Al-Asfour A. Examining student satisfaction of online statistics courses. Journal of College Teaching & Learning (Online). 2012;9(1):33.
 Li HC. Using podcasts for learning English: perceptions of Hong Kong Secondary 6 ESL students. Début: the undergraduate journal of languages, linguistics and area studies. 2010;1(2):78-90.
 Chen RS, Tsai CC. Gender differences in Taiwan university students' attitudes toward web-based learning. Cyberpsychology & behavior. 2007 Oct 1;10(5):645-54.
 Vázquez-Cano E, Meneses EL, García-Garzón E. Differences in basic digital competences between male and female university students of Social Sciences in Spain. International Journal of Educational Technology in Higher Education. 2017 Dec 1;14(1):27.
 Murphy A, Farley H, Lane M, Hafeez-Baig A, Carter B. Mobile learning anytime, anywhere: what are our students doing?. Australasian Journal of Information Systems. 2014 Nov 1;18(3).
 Hartenberger L, Bosch A. Making Interactive Radio Instruction Even Better for Girls: the data, the scripts, and the potential. Education Development Center; 1996.
 Prensky M. Digital natives, digital immigrants part 1. On the horizon. 2001 Sep 1;9(5):1-6.
 Freedom on the Net Report 2017. From https://freedomhouse.org/report/freedom-net/2016/uganda/. Retrieved 23/12/2017.
 Kumar R. Convergence of ICT and Education. World Academy of Science, Engineering and Technology 40 2008. Retrieved on November 25 2011.