Keywords
How to Cite
Abstract
The implementation of technology is fundamental in the educational area and the basis for e-learning. Canvas and Voice Thread are two different online tools used in the learning process of an online master’s degree in English. The two virtual tools have been used by students with a professional status for the development of both individual and collaborative learning activities. The two online tools are different, and each has a function within the learning process. Therefore, this study seeks to know the experience and perceptions of the students of the English master’s degree about the use of technology, specifically the use of technological tools such as Canvas and Voice Thread in the learning process of the students. An interpretative design will be carried out through the use of a survey to know how students perceive the use of online tools and their comparative influence. The survey consists of three sections focused on personal information, perception of the online tools, comparison between their influence, and additional comments. The result of the study provides numerical data and descriptive knowledge of the influence of the online tools Canvas and Voice Thread in the development of the academic activities of adult learners in an online master’s degree. Canvas is one the most influential tools in online learning due to its benefits and advantages.
References
Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., Al-Rawashdeh, B., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’ perspectives. Electronic Journal of E-Learning, 19(3), 107–117. https://doi.org/10.34190/ejel.19.3.2168
Alenezi, M., Wardat, S., & Akour, M. (2023). The need of integrating digital education in Higher Education: Challenges and opportunities. Sustainability, 15(6), 4782. https://doi.org/10.3390/su15064782
Badia Garganté, A., Meneses Naranjo, J., & Garcia Tamarit, C. (2014). Usos de la Tecnología Para Enseñar y aprender. Píxel-Bit, Revista de Medios y Educación, (46), 9–24. https://doi.org/10.12795/pixelbit.2015.i46.01
Barahona, A. (2019). Las herramientas web 2.0: VoiceThread para la práctica de la expresión oral. EDUNOVATIC 2019 (pp. 70–74). Redine.
Dang, T. (2020a). Factors Influencing Students’ Perception Of Usefulness Of Canvas As A Learning Management System [Master’s Thesis, University of Gothenburg]. Institutional Repository. https://doi.org/VT20-2920-004-PDA699
Firmin, M. W., & Genesi, D. J. (2013). History and implementation of classroom technology. Procedia–Social and Behavioral Sciences, 93, 1603–1617. https://doi.org/10.1016/j.sbspro.2013.10.089
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Cambridge Adult Education.
Kumi-Yeboah, A., Sallar, A., Kiramba, L. K., & Kim, Y. (2020). Exploring the use of digital technologies from the perspective of diverse learners in online learning environments. Online Learning, 24(4). https://doi.org/10.24059/olj.v24i4.2323
Mbuva, J. M. (2015). Examining the effectiveness of online educational technological tools for teaching and learning and the challenges ahead. Journal of Higher Education Theory and Practice, 15(2), 113.
Mpungose, C. B., & Khoza, S. B. (2022). Postgraduate students’ experiences with the use of Moodle and Canvas learning management system. Technology, Knowledge and Learning, 27(1), 1-16.
Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of asynchronous learning networks, 13(1), 7-18.
Poon, A. Y. (2003). A challenge for the developer: Issues of interactivity and linguistic-cognitive appropriateness in English language learning. Open Learning: The Journal of Open, Distance and e-Learning, 18(2), 135–153. https://doi.org/10.1080/02680510307413
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in Education. Journal of Applied and Advanced Research. https://doi.org/10.21839/jaar.2018.v3is1.165
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS canvas for interactive online learning perceived by the students. Journal of English Education and Teaching, 5(4), 529–543. https://doi.org/10.33369/jeet.5.4.529-543
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2024 Karen Mishell Aguaiza Ruiz, Shalena Silvana Naranjo Andrade