|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|87143||2018||31 صفحه PDF||سفارش دهید||11419 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Computers & Education, Volume 117, February 2018, Pages 102-115
This work forms part of a larger research work which advocates that audio-only learning mode can be developed into a full fledge audio-MOOC. The audio-MOOC should incorporate a learner-centric approach to provide effective learning capabilities to the oral and low-literate population. For long, audio-based learning (which includes variances in audio technologies) has been an established practice and has proved to be a successful means of conveying information to the mass especially for illiterate and semi-literate population. However, it is widely used as a supplement to Distance Education mode without exploiting its full potential. This paper aims at providing a comprehensive evaluation of existing audio learning systems which is missing in recent literature. There is no formal and established evaluation framework for evaluating such systems. Hence, this paper contributes to the audio-based learning research area by proposing a Technology, Organisation and Learner (TOL) evaluation model to analyse the existing audio learning systems. The proposed evaluation model uses a set of 50 criteria which is derived from a review of methodologies and strategies for multimedia evaluation. Besides, this work makes use of empirical data in the proposed TOL evaluation model to critically appraise various audio technologies used in learning. Recommendations are made for the development of full-fledge Audio-only Learning Management Systems/MOOCs. Moreover, the proposed evaluation model can also be used for the selection of media suited to the learning needs of organisations.