Factors enabling the acceptance and use of a podcast aggregator in accounting education

Martins, Alex Sandro Rodrigues; Quintana, Alexandre Costa; Gomes, Débora Gomes de

doi:10.1007/s10639-020-10232-1

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…In this study, the second research question is the length of time students listen This is in line with the previous studies that the length of use of podcasts has significantly impacted EFL listening comprehension (Şendağ et al, 2018). Related to the factors involved in using podcasts, several factors influence the adoption of new technology (Dulaud et al, 2020;Ifedayo et al, 2021;Martins et al,2020). These previous studies found that podcasts for teaching and learning increase context to the materials, students' motivation in learning language, mainly English, weekly activities for students, and personality acceptance and awareness on a hierarchy of time scales (hour, day, week), and also podcasts used by students due to interpersonal pressure and performance expectations.…”

Section: Mobility Factormentioning

confidence: 99%

Factors Influencing Indonesian EFL Students’ Decisions and Time Spent For Utilizing Podcasts in Extensive Listening Classes

Miranty

2023

jels Untirta

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The current study investigates the factors influencing EFL students' decisions and how much time most students spend listening to podcasts in extensive listening courses by English students in the Education Department at a public university in Indonesia. In this study, 113 EFL students were asked what factors influenced their decisions and how much time they spent listening to podcasts in their extensive listening classes. Students were also instructed to participate in monthly reports to help them understand what they heard. The teacher accomplished this by distributing podcasts over four months during long listening sessions. A closed-ended survey via Google Forms inquired about the factors that matter and how long to use a podcast in a listening class. The closed-ended questionnaire's mean and standard deviation percentages were calculated using SPPS version 20, and there is no significant statistical finding. The amount of time spent on podcasts was thoroughly examined. The study's findings revealed that the usefulness factor greatly influenced EFL students' decisions to use podcasts in their listening classes. Then, the enjoyment and relative advantages factors differed significantly from the other four factors. Furthermore, it was discovered that most students set aside 15-30 minutes during their extensive listening classes to use the podcast. Moreover, this study suggests that educators incorporate podcasts into their instructional practices to improve students' listening skills. This recommendation recognizes podcasts as an effective technology-mediated learning tool for enhancing EFL teaching and learning while also assisting students in academic success, particularly in extensive listening skills.

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Section: Mobility Factormentioning

confidence: 99%

Factors Influencing Indonesian EFL Students’ Decisions and Time Spent For Utilizing Podcasts in Extensive Listening Classes

Miranty

2023

jels Untirta

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“…Moreover, narrative podcasts are regarded less omniscient than fact-based lectures since they include fact-based teaching and narrative illustrations (Hatfield, 2017). The flexibility of a podcast makes it possible for students to discover content in new ways and fit their schoolwork into their schedule (Martins et al, 2020). Moreover, students participation is supported by listening to a podcast, and the flexibility offers them the opportunity to relate to the content on-demand (Gachago, et al, 2016).…”

Section: Podcasts -Learning and Reflection (State Of The Art)mentioning

confidence: 99%

Podcasts: A generator of non-formal learning

Andersen¹,

Dau²

2022

ECEL

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The present study examines the relationship between the use of podcasts (mp3 files) as a non-formal learning tool. The study´s epistemological origins lie in Dewey's pragmatism and learning and reflection theory, including the learning approach at University College of Northern Denmark’s (UCN) “Reflective Practice-based Learning” (RPL). This paper focuses on how podcasts can increase students’ learning and reflection skills by using podcasts as a generator for non-formal learning. The study is based on two different classes that attend an extended course in digital technologies and project management at the Danish University of Applied Science (UCN). The study applies integrated mixed-method data collection: observations, a quantitative survey, and semi-structured interviews. The observations were carried out during four (project management) and seven (digital technologies) full-day lectures in two different classes. These offered an insight into the extent to which the students acquired knowledge by listening to podcasts between classes. The quantitative data consisted of a survey of 65 students, all of whom participated in the courses. The survey was performed as a part of the evaluation at the final course lectures. The semi-structured interviews (ten in all) were used to investigate how the use of podcasts affects students' reflective skills. Ten semi-structured interviews were conducted. The data in this study finds that podcasts/podcasting can have a positive effect on students’ non-formal learning in higher education. Established on the findings, there is evidence indicating podcasts as a supplement in higher education can increase students´ motivation toward non-formal learning. The study reveals that podcasts hold the potential to stimulate the student's non-formal learning and increase the students’ reflective skills. Based on this evidence, further research is suggested e.g. studies that include an extended investigation on the benefits of students’ non-formal learning by using podcasts.

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“…Deste modo, o tamanho da amostra do estudo (n = 89) é satisfatória para condução da PLS-SEM. Além disso, a presente amostra se equipara a estudos similares que analisaram a aceitação de tecnologias na educação via PLS-SEM (Martins, Quintana & Gomes, 2020;Santos, Fernandes, Frare & Quintana, 2020. Pela análise fatorial confirmatória, os itens demonstram adequabilidade (cargas maiores de 0,707), visto que a menor carga fatorial obtida foi 0,795 (Hair Jr. et al, 2019).…”

Section: Procedimentos Para Análise Dos Dadosunclassified

Facilitadores do uso do ambiente virtual de aprendizagem

Martins

Frare

Quintana

et al. 2021

Pensamento Contemporâneo em Administração

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O estudo objetiva analisar os fatores que incentivam a intenção e comportamento de uso do ambiente virtual de aprendizagem (AVA) no ensino remoto, sob a percepção discente. Uma amostra de 89 estudantes de um curso de graduação da área de negócios foi analisada via modelagem de equações estruturais. Os achados apontam que a expectativa de desempenho e as condições facilitadoras se associam com a intenção comportamental de uso, enquanto essa se associa com o comportamento de uso. Ademais, os benefícios das condições facilitadoras na intenção comportamental de uso são amplificados quando o estudante percebe autoeficácia no uso de aparatos tecnológicos.

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Factors enabling the acceptance and use of a podcast aggregator in accounting education

Cited by 4 publications

References 21 publications

Factors Influencing Indonesian EFL Students’ Decisions and Time Spent For Utilizing Podcasts in Extensive Listening Classes

Factors Influencing Indonesian EFL Students’ Decisions and Time Spent For Utilizing Podcasts in Extensive Listening Classes

Podcasts: A generator of non-formal learning

Facilitadores do uso do ambiente virtual de aprendizagem

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