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.
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.
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.
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.
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.
Ortaçtepe, D. (2016), "Using webcasts for student presentations: a case study", International Journal of Information and Learning Technology, Vol. 33 No. 1, pp. 57-74. https://doi.org/10.1108/IJILT-10-2015-0029Download as .RIS
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