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By A.I. Mal'cev

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Podcasts in Higher Education: Students and Teachers Perspectives. , Jones, A. ) Education and Technology for a Better World, pp. 417–426. Springer, Berlin (2009) 15. : Rip. Mix. The digital generation, social technologies, and learning. RipMixL earn 16. : Integrating new technologies into blended learning environments. , Gerbic, P. ) Effective Blended Learning Practices: Evidence-Based in Perspectives in ICT-Facilitated Education, pp. 79–104. A. Carvalho 17. : H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom.

One student that read the book also listened to the podcasts. She commented “I preferred listening to the podcasts about the book”. This student is the only one that indicated that in other distance learning courses she would like to hear the teacher’s voice giving advice or guidelines, all other respondents preferred reading the guidelines. All others preferred to get written feedback instead of audio. In a study conducted in Portugal [10] the students liked receiving audio feedback. The different reaction of the Maldivian students may be justified by the fact that the tutor and the students were not native speakers therefore, reading a text would probably be easier to understand.

ICT and Education Course Structure Course duration Face to face week [May 2008] Course structure -Participants characterization -Introduction to ICT -Introduction to Blackboard facilities -Create a blog and post comments to their colleagues -Create a podcast (audio) -New literacies. 7 weeks online LMS: Blackboard [March-April 2009] Each week: -A new topic was introduced -2 chat sessions (1 hour each) -Forum (1 or 2 threads) Not all of the Maldivian teachers had Internet access at home therefore; they had to go to school at night if they wished to participate in the chat sessions.

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