The authors recommend, based on their research and experience, further use of ADA with podcasts and voice boards for interactive learning. They discuss future research, such as: Can ADA’s impact on students’ performance be measured? How much extra time do students commit to using ADA? What does ADA cost? How does audio feedback spark student-tutor dialogues and what effects do these dialogues have? Can other disciplines benefit from using ADA and if so how? Are there advantages in using other voice tools such as voice e-mail and audio blogs to promote interactive learning? Further research is needed, although ADA interactive learning already offers much to learners at a distance and on-campus
|Title of host publication||Educational Stages and Interactive Learning: From Kindergarten to Workplace Training|
|Place of Publication||Hershey, PA, USA|
|Number of pages||16|
|Publication status||Published - 1 Jan 2012|
|Name||Premier reference source|
Hawkridge, D., Armellini, A., Nie, M., Padilla Rodriguez, B. C., Witthaus, G., & Jia, J. (Ed.) (2012). Digital audio for asynchronous interactive learning at an English university. In Educational Stages and Interactive Learning: From Kindergarten to Workplace Training (pp. 468-484). (Premier reference source). IGI Publishing.