Denis Dyvee Errabo, Alicia Dela Rosa and Luis Jose Mari Gonzales
Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of…
Abstract
Purpose
Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.
Design/methodology/approach
We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.
Findings
The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.
Research limitations/implications
Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.
Practical implications
Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.
Social implications
The study promotes equitable education, which eventually promotes learning outcomes of the students.
Originality/value
We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.
Details
Keywords
Renee Dumont, Alicia M. Sellon, Tina M.K. Newsham, Mary C. Hollifield, Alicia Thomas, Melannie Pate and Elizabeth Fugate-Whitlock
Many older adults engage in volunteer activities, drawing meaning and purpose through such efforts. Social distancing restrictions, put in place during Covid-19 surges to reduce…
Abstract
Purpose
Many older adults engage in volunteer activities, drawing meaning and purpose through such efforts. Social distancing restrictions, put in place during Covid-19 surges to reduce the risk of transmission, disrupted older adult volunteers’ lives and volunteer experiences. Social distancing measures provide a unique opportunity to explore what happened when the choices around pausing or stopping volunteering were not entirely within the control of older adults. This paper aims to explore the experiences of older adult volunteers as they navigated uncertainties and made difficult decisions around balancing their safety and their desire to continue volunteering.
Design/methodology/approach
The authors conducted interviews with 26 community-dwelling older adults, age 50+, who had engaged in volunteer activities for at least 1 h a week prior to the start of the pandemic. The interviews were conducted on the phone or via Zoom. The authors used thematic analysis to help us analyze the data and identify patterns from participants’ experiences.
Findings
Despite the risk presented by Covid-19, most participants volunteered during the pandemic. They continued some or all of their previous activities with safety-related adjustments, with some seeking new or different opportunities. Participants’ discussions highlight the challenges of volunteering during the pandemic and the importance of engagement to their resiliency and subjective well-being.
Originality/value
This paper provides original contributions to understanding how and why older adults volunteered during the Covid-19 pandemic. The social distancing measures provide a novel opportunity to enrich our understanding of the meaningfulness and value of volunteerism to older adults’ lives and subjective well-being.