Overcoming Transactional Distance through Implementing Podcasts and Vodcasts: Perceptions from an Open Distance and e-Learning University

Abstract

The COVID-19 pandemic challenged instructional methods of teaching and learning in universities around the world. To bridge this instructional gap, many universities opted to use digital technological innovations to reach students. Yet despite implementing these innovations, many higher education institutions were not fully prepared and ready for online teaching and learning during the pandemic. Researchers have argued that podcast and vodcast implementation in higher education institutions results in no change to students’ motivation and performance. Consequently, research on podcast and vodcast implementation and students’ perceptions of the use of these tools in distance-learning contexts remains limited. Using email interviews and online openended evaluation questions, this article aims to explore first-year undergraduate students’ perceptions of using podcasts and vodcasts to enhance academic writing skills in an open distance and e-Learning university in South Africa. Using transactional distance theory, the findings reveal lecturers’ and students’ positive perceptions towards the implementation of podcasts and vodcasts because today’s students consume digital content [digital natives], enjoy the use of technology and are adept at navigating online learning. While, initially, novice lecturers were hesitant and unfamiliar with recording podcasts and vodcasts, through mediation, they ultimately recorded quality podcasts and vodcasts that were clear and employed illustrations that facilitated students’ understanding of the module’s content. The researchers recommend that when creating podcasts and vodcasts, lecturers consider their students’ interests, motivation, language and demographic backgrounds.