Using webcasts for student presentations: a case study

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dc.citation.epage74en_US
dc.citation.issueNumber1en_US
dc.citation.spage57en_US
dc.citation.volumeNumber33en_US
dc.contributor.authorOrtaçtepe, D.en_US
dc.date.accessioned2016-02-08T10:02:09Z
dc.date.available2016-02-08T10:02:09Z
dc.date.issued2016en_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.description.abstractPurpose – Adopting Davis’ (1989) technology acceptance model (TAM), the purpose of this paper is to investigate the perceived differences between asynchronous presentation tools (webcasts) and in-person presentations in a graduate program designed for the professional development of English as a foreign language (EFL) teachers at a private university in Turkey. Design/methodology/approach – Data were collected for the three different types of presentations (i.e. in-person, video, and Prezi webcasts) the students performed in four different courses throughout the 2013-2014 academic year. Findings – The analysis of the data coming from a three-part questionnaire revealed that students preferred in class presentations for learning purposes but agreed that webcasts were higher in quality as they included audio-visual materials. This study also concluded that for procedural knowledge that came from hands-on activities, students preferred in-person presentations, while for conceptual knowledge, Prezi webcasts were more preferred as they allocated time for students to reflect, do more research on, and effectively contribute to online discussions. Research limitations/implications – The data came from questionnaires; had there been interviews with the students, more insights could have been gained into their perceptions of webcasts as well as how the students actually used them for learning purposes. Originality/value – The studies specifically focussing on the use of audio and video podcasts/webcasts integrated these tools as supplementary materials to course content in traditional lectures. Yet, the use of webcasts as a student presentation tool rather than a duplicate of teachers’ lectures or supplementary materials still remains unknown especially in relation to the extent to which individuals’ acceptance of this instructional technology. © 2016, © Emerald Group Publishing Limited.en_US
dc.description.provenanceMade available in DSpace on 2016-02-08T10:02:09Z (GMT). No. of bitstreams: 1 bilkent-research-paper.pdf: 70227 bytes, checksum: 26e812c6f5156f83f0e77b261a471b5a (MD5) Previous issue date: 2016en
dc.identifier.doi10.1108/IJILT-10-2015-0029en_US
dc.identifier.issn2056-4880 (print)
dc.identifier.urihttp://hdl.handle.net/11693/22591
dc.language.isoEnglishen_US
dc.publisherEmerald Group Publishing Ltd.en_US
dc.relation.isversionofhttps://doi.org/10.1108/IJILT-10-2015-0029en_US
dc.source.titleInternational Journal of Information and Learning Technologyen_US
dc.subjectEase of useen_US
dc.subjectPerceived usefulnessen_US
dc.subjectTechnology acceptance modelen_US
dc.subjectWebcastsen_US
dc.titleUsing webcasts for student presentations: a case studyen_US
dc.typeArticleen_US

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