The course and the evaluation afterwards. Then, 80

The article, Voice
over Distance: A Case Study of Podcasting for Learning in Online Teacher
Education, by Dianne Forbes and Elaine Khoo in 2015 seeks and evaluates how
student-generated podcasts become a form of assessment in an online
pre-service teacher education course at a distance. This article is published
in journal of Distance Education in August 2015. As the first author in this
article, Forbes take a role as the lecturer who directly involved and piloted
the study. Becoming a former primary school teacher and associate principal
who is interested in inovative pedagogy and blended e-learning, Forbes colaborated
with Elaine Khoo, a senior research fellow at the Wilf Malcolm Institute of
Educational Research, The University of Waikato, in conducting this study. This
article provides a picture and understanding to prepare future educators
regarding to teaching-learning process in distance using technology,
especially podcast. Since the study was conducted using qualitative method,
the article is expected to give a deeper insight and detailed information
related to the effect of podcasting in online learning.
The study in this article is aimed
to examine the potential of student-generated podcast in online learning
context. It focuses on lecturer and tutor reflection, students discussion, and
course evaluation in the case of implementation of podcasting. In tutor and
lecturer reflection, the author, as a lecturer, and two tutors discussed about
the value of podcasting tasks in suporting formative assessment in the course,
including preparation before the course and the evaluation afterwards. Then, 80
second-year students in online teacher education course were assigned to create two podcast episodes, one is about
reflection on the observation during their six weeks teaching practicum, and
the other one is about teaching philosophy and their planning as future teachers. After creating two episodes of
podcast, students were assigned to have online discussions regarding to
podcasting task and filled open-ended questions for the data collection. Using
interpretivist methodology, which frames data collection and analysis process,
several major findings were found in this study, such as, podcasting values
students in making contribution to society in teaching-learning process,
develops awareness of tools for learning, improves digital literacy and technical
capability, gains motivation and widen the opportunity for teacher and
students to work collaboratively.

            Thus, from the
findings, several strengths are found in this article. The article can provide
a reference for educators in implementing technology, specifically podcast, in online
teaching-learning process. The implementation of podcast in educational field
is still rare even though this technology has been used in some countries as a
media to get information (Darwis, 2016). Moreover, the findings from this article are in line to
other studies even though they were conducted in different methodology. For
instance, in Podcast and Second Language
Learning by McBride (2009), podcasting can be a media in promoting
meaningful interaction among students and teachers. Then, Podcasting in a Virtual English for Academic Purposes Course: Learner
Motivation by Asoodar (2016) also showed similar finding that podcasting
motivates students to learn in online environment. These similar findings fill
the gap of knowledge in term of methodology in the related study. Furthermore,
the authors narrate the findings clearly in the article. The authors provide
the interview and discussion results after stating the findings (p. 341-344).
It helps readers gain more understanding regarding to the article.

            However, several
weaknesses are also found in this article. The findings of this qualitative
study cannot be generalized to wider population. The study was conducted only
to one course in one university in New Zealand. The findings of the study are
not tested to reveal whether they are statistically significant or due to chance
(Atieno, 2009). Thus, the results of the study may be different in other
population and area. Besides, the research question of the study is not
explicitly written in the article. The readers need to read all of the content
to understand what authors intended in conducting this study. In fact, writing
a research question is part of a dynamic, reflective qualitative inquiry
process (Agee, 2009).  Agee stated that,
in qualitative study, the process of questioning is an integral part of
understanding the unfolding perspective of others.

            Overall, Voice over
Distance: A Case Study of Podcasting for Learning in Online Teacher Education is a well-written
informative article. Using qualitative method, this article can be a reference
for furthure studies in related field. Besides, the findings are narated
clearly and are in line to other studies in related field. In order to have a
better understanding for the readers, stating the research questions will be
preferable. Since colaborative learning and the use of ICT are integrated in
education field nowadays, this article can be a reference for preparing future
educators regarding to online teaching-learning process in distance using podcasts.

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