Audio Books in the Classroom: Technologically Savvy or Shabby?
Abstract
As the use of technology continues to evolve and society demands more productivity in less time,
instructors must seek innovative ways to connect with students. In an effort to keep up with the
technological mindset set of students, educators are seeking innovative technological tools to
assist with instruction. The current generation of college students is so adapted to the digital
world they have been labeled the multi-tasking generation (Foehr, 2006; Wallis, 2006). College
students routinely use digital playback devices in their lives for entertainment and
communication. Unfortunately, it is more common today for instructors to see students staring at
their various media devices than reading course textbooks. One reason may be that traditional
textbooks do not meet the needs of the digital generation. Could we harness the media addicted
behaviors of students to improve their reading habits? For educators to tap into the multi-tasking,
time conscious nature of students, it is necessary to think about innovative ways to encourage
students to access assigned reading more frequently and efficiently. The purpose of this study is
to explore student perceptions of the use of audio books for course reading assignments as an
innovative technological tool in an effort to encourage consumption of textbook materials.
Methodology included the use of questionnaires and focus groups to gather participant data.
Findings revealed preference is tied to learning style and student perceptions of audio books is
highly dependent on the level of engagement developed by the audio book, the navigability of
files, and the ability of the audio book to be used by multiple devices.
Key Words: Audio Books, Student Perceptions, Innovation in the Classroom, Technology
Type of Session: Poster
Contact Information:

Joey Gray, Associate Professor, Department of Health & Human Performance

Middle Tennessee State University

615-713-0332 (cell)
Session description
Audio Books in the Classroom: Technologically Savvy or Shabby?
1. Purpose statement, goals or rationale for the proposed poster:
Audio books offer a convenient and time saving opportunity for college students to
access course reading materials whenever and wherever they desire. The purpose of this
study is to explore student perceptions of the use of audio books for course reading
assignments as an innovative technological tool in an effort to encourage consumption of
textbook materials. More importantly, we sought to examine if audio books would
encourage students to access course reading materials more frequently. The audio book
has not been explored in leisure studies curricula and seldom in other academic areas for
college students. Also the practical problems of using an audio book are rarely discussed
in the existing literature. Is an audio book easy to use? Are they portable and accessible?
Is the reading cold and boring or warm and interesting? Despite strides in the use of
technology by instructors since the call for more technological innovation to facilitate
learning by Vincent and Ross in 2001, Write and Wilson (2007) maintain more
technological avenues need to be explored. In an effort to find alternative means of
delivering textbook material, capitalizing on various learning styles, and appealing to
student technological lifestyles; the purpose of this study is to explore student perceptions
regarding the use of audio books as a tool for supporting traditional teaching and learning
methods.
Data collection consisted of five phases: phase one collected baseline measures, two
through five measured student perceptions and audio book and textbook use. The fifth
phase consisted of focus groups to further assess student perceptions and data
triangulation of the Student Perceptions of Course Audio Books (SPCAB) and Student
Perceptions of Course Textbook Reading (SPCTR) questionnaires. Students had access to
the course textbook during each phase of the study. Baseline measures were established
during the first two weeks of the course: 1) student learning styles and 2) the frequency
with which students read each chapter assignment in the course textbook for the first two
weeks of the course.
The study reveals promise for the use of innovative technology such as audio books as a
means to engage students in textbook materials. However, instructors must take caution
to ensure the appeal to the technologically savvy, multi-tasking college student of today.
The major conclusion from the present investigation is that student use is highly
dependent upon the ease of technological accessibility and quality of reader.
Technological issues created a major barrier for the use of our audio book. Specifically,
we found the audio book must have an engaging reader, be easy navigable, and highly
portable.
Briefly describe how your proposal connects to the overall conference theme:
“Collaborations for Empowerment & Learning”:
This proposal presents a unique and innovative technological tool to encourage student
engagement in textbook material. This poster will support collaborations, empowerment and
learning for session participants by facilitating a dialogue with participants regarding: the ways
they can include such tools in their own respective classrooms, pit falls to avoid when dealing
with the audio book and student use, and sharing findings that appeal to the technologically
savvy student. We will collect contact information from those who may be interested in utilizing
the audio book in their own classrooms. Further, we hope to expand on our study to include
conference participants who share similar interests in our topic.
State expected outcomes for session participants – participants will take away the successes
and pitfalls of using the audio book as a supplemental tool for textbook material. Participants
will learn that students are indeed interested in innovative technology in the classroom and in
tools that will help facilitate their own learning.
2. Outline session activities and plan for interaction/ participant engagement (Poster):
Provide handouts of poster and actively engage participants to dialogue about methodology and
findings. Specifically: How might others incorporate this tool into classrooms? Innovative tools
(audio books, ipad, kindle, etc.) to encourage students to be more engaged in textbook materials.
Impact of learning styles and the use of audio books.
Selected References:
Montagut, M. (2009).Audio-visual communication degree conversion to the European Higher
Education Area system in Catalonia.Catalan Journal of Communication & Cultural
Studies, 1(1), 47-65.
Selwyn, N. (2009). The digital native - myth and reality. Aslib Proceedings, 61(4), 364-379.
survey findings from two universities. Teachingof Psychology, 29, 312-313.
Vincent, A., & Ross, D. (2001).Learning style awareness:A basis for developing teaching and
learning strategies.Journal of Research on Computing in Education, 33(5), 1-10.
Wellner, M. (2010). How an audiobook library program influences book interactions of three
ESL kindergarteners.Hamline University, Saint Paul, Minnesota.
Wright, V. H. and Wilson, E. K. (2007). A partnership of educators to promote technology
integration: Designing a master technology teacher program. Education, 128(1), 80-86.
Audiovisual request: None