Educational design of short, audio-only podcasts: The teacher and student experience

Abstract

This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: reframed podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); complementary podcasts that added extra information to enhance the student learning experience; and supplementary podcasts that re-design and broadcast content previously presented in class. IntroductionWith each new technology created and disseminated into the global market today, there is a rush by academics to find novel ways to implement and apply these devices in their learning and teaching. Many technologies were not originally intended or designed to be used in the educational field and are often referred to as "edutainment devices" (Egenfeldt-Neilsen, 2005 as cited in Wheeler, 2009). Wheeler (2009) identified 3 common edutainment devices: iPods, global positioning systems, and smart phones not developed for learning, emphasising that "academics require a good understanding of potential teaching applications" if these devices are to be successfully re-purposed into a learning and teaching context. This is especially important given the ongoing debate and scepticism around new technologies being integrated into learning and teaching, especially when applied in a blended learning context.In this paper we present a research study on the possible approaches that academics may take when using podcasting, a means of creating digital resources that is gaining momentum and usage in higher education. Podcasting provides teaching staff with a means to communicate with students by broadcasting a series (a podcast) of multimedia files (podcast episodes) via the Internet, to which students may subscribe. Using audio, or even multimedia, in learning and teaching is not a recent development (Gunn, Woodgate & O'Grady, 2005;Lee, McLoughlin & Chan, 2007;Schlosser & Burmeister, 2006). Nor is RSS (Really Simple Syndication), that which controls the connection of multiple podcast episodes into one subscription, as it has been in use for Taylor and Clark 387 more than a decade and is broadly used by other Internet tools today (Ebner, Nagler & Saranti, 2007;Franklin & Zdonik, 1998). A podcast, then, is unique because it is a combination of these things: a multimedia file, a subscription service and a downloadable (and therefore potentially mobile) digital file. The podcasting process remains the same for most scenarios, whether the podcast is for a radio series, a regular community group announcement or an academic lecture series. Podcasting...

University Students’ Perception of the Pedagogical Use of Podcasts: A Case Study of an Online Information System Course

“…Thirteen participants thought that audio recordings could improve their understanding of course material by offering them the opportunity to check again misunderstood concepts. This result corroborates those reported by Taylor and Clark (2010) where supplementary podcasts -as those listened to by the respondents of this research-helped reinforcing concepts for assessment tasks. However, participants did not evoke any improvement in performance or learning as it was widely suggested by previous research (Bongey et al, 2006;Clark et al, 2007;Evans, 2008;Janossey, 2007;Kennedy & Newman, 2012;Lane, 2006;Lee & Chan, 2007;Ng'ambi, 2008).…”

“…These classroom sessions, which were recorded, served to explain the material already available online. Podcasts took then the form of "Complementary podcasts" as defined by Taylor and Clark (2010). A total of 130, of 308 registered students, responded to an online questionnaire on a voluntary basis.…”

Podcasting of health sciences lectures: Benefits for students from a non-English speaking background

“…Traditional text book material can be enhanced with real life learning conversations which deepen learning for students and provide an additional educational opportunity for teachers (Forbes & Hickey, 2008). Podcasts provide students with a learner centred approach with optimal flexibility with regard to the place where they learn or review material; pace -students can choose how fast they learn; peace -students can find a quiet place and time to facilitate learning; and process -students can choose the learning process that best suits their needs (Sharples, Taylor & Vavoula 2005;Griffin, Mitchell & Thompson, 2009;Taylor & Clark, 2010).…”

The Student Satisfaction with Educational Podcasts Questionnaire

“…With respect to podcasts, Vajoczik et al (2010) point out that the student satisfaction has been explored by asking students about ease of use, usefulness and benefits to learning of podcasts. The empirical evidence indicates that students like podcasts (Taylor & Clark, 2010) (Heilesen, 2010), but there is, as yet, no standard questionnaire that may be employed in order to compare results.…”