Advancing first-year academic writing via podcasts, vodcasts and support initiatives

Academic writing remains a significant challenge for many first-year students in open distance and e-learning contexts within large enrolment modules. This study investigates the underlying causes of these challenges and evaluates the effectiveness of targeted, technology-mediated support interventions. Following the assessment and moderation of the first assignment in a first-year academic writing module, key areas of difficulty were identified, prompting the use of an online evaluation questionnaire to explore students’ experiences. Guided by transactional distance theory, the study aims to reduce students’ sense of isolation and enhance engagement through the integration of podcasts and vodcasts. A qualitative research design was employed, drawing on data from the questionnaire and document analysis of second assignment and take-home examination scripts. The findings indicate measurable improvements in students’ academic writing skills, including the construction of logical arguments, effective use of discourse markers for cohesion, structured paragraphing, paraphrasing, and the development of an academic voice. Improvements in citation practices, referencing accuracy, and language use were also observed. However, persistent challenges such as plagiarism and limited utilization of learning resources remained. This study contributes to digital pedagogy by demonstrating the value of multimedia interventions in enhancing academic literacy in online distance environments.