Listening to an Educational Podcast While Walking or Jogging

Coens, Joke; Degryse, Ellen; Senecaut, Marie-Paul; Cottyn, Jorge; Clarebout, Geraldine

doi:10.4018/978-1-4666-2139-8.ch009

Cited by 7 publications

(8 citation statements)

References 30 publications

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“…In regards to audio-only media specifically, a study by Doolittle and Mariano found that students in a stationary position outperformed students in a mobile environment when using a portable digital media player [ 27 ]. However, Coens and colleagues conducted two studies with conflicting results regarding podcast usage and performing a secondary task while learning [ 28 ]. In the current study, even though students were more likely to be multitasking when listening to podcasts, their final post-intervention results were comparable to the blog post group.…”

Section: Discussionmentioning

confidence: 99%

A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

Lien

Chin²,

Helman³

et al. 2018

Cureus

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IntroductionPodcasts and blog posts have gained popularity in Free Open Access Medical education (FOAM). Previous work suggests that podcasts may be useful for knowledge acquisition in undergraduate medical education. However, there remains a paucity of research comparing the two mediums. This study aims to investigate if there are differences in knowledge acquisition and usage conditions by medical students using podcasts and blog posts.MethodsMedical students were randomized to either the podcast or blog post group. They completed an initial online assessment of their baseline knowledge on the subject matter. Participants then received access to learning materials and were given four weeks to complete the follow-up assessment on their own time. Independent t-test, paired samples t-test, and a mixed ANOVA (analysis of variance) were conducted to assess knowledge acquisition. An intention-to-teach analysis was used to impute missing data from students lost to follow-up. Simple descriptive statistical data was used to describe media usage conditions.ResultsCompletion of at least one follow-up assessment was comparable (68% podcasts (n = 21/31), 73% blog posts (n = 22/30)). Both groups showed significant improvements in their test scores, with an average 22% improvement for the podcast group and 29% for the blog post group. There was no significant statistical difference in knowledge acquisition between educational modalities overall. Students in the blog post group that completed both post-intervention quizzes showed a larger improvement than the podcast group in the toxicology topic, with similar improvements in the asthma topic. The podcast group tended to engage in multiple activities while using the learning materials (e.g. at least two to three of the following: driving, eating, chores, taking notes, exercising/walking), while the blog readers tended to do fewer activities (e.g. only one of the following: note taking, eating).ConclusionThis study suggests that podcasts and blog posts are useful for extracurricular knowledge acquisition by undergraduate medical students with no significant difference between the two modalities. The usage conditions for each type of media differ.

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Section: Discussionmentioning

confidence: 99%

A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

Lien

Chin²,

Helman³

et al. 2018

Cureus

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“…The ambient conditions can constrain certain work activities when traveling in a vehicle, as reported by mobile knowledge workers (e.g., Hislop, 2012 ). Learning via listening to podcasts is possible while the learner is physically moving (walking or jogging), but learning is less effective than when sitting ( Coens et al, 2011 ). Text input performance was reduced when the mobile device user was walking ( Musić and Murray-Smith, 2016 ).…”

Section: Proposed Conceptual Frameworkmentioning

confidence: 99%

The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

2021

Front. Psychol.

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Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

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“…Previous studies have focussed on the educational opportunities offered by small mobile devices, such as the iPod (Mahruf et al 2010;Coens et al 2011), mobile phones, smartphones (Seppälä and Alamäki 2003;Aubusson et al 2009;Ekanayake and Wishart 2014), and tablets (Kearney and Maher 2013;Bates and Martin 2013;Hargis et al 2013;Hashim 2014), as well as combined situations in which various types of devices have been used (Järvelä et al 2007;Husbye and Elsener 2013;Herro et al 2013;Şad and Göktaş 2014). The participants involved in these studies are inservice or pre-service teachers, teacher educators, administrative staff, teacher advisors or developers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using smartphones and tablets in higher education contexts: an exploratory study within a teacher education programme

Parmigiani

Giusto

2016

Research on Education and Media

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This study aimed to analyse and explore the potential opportunities offered by mobile devices to improve the higher education scenario. In particular, the study was conducted within a teacher education programme. The students attended a course called Educational Technology, which focussed on the use of mobile devices (smartphones and tablets) inside and outside the classroom. We examined the impact of mobile learning on students’ university activities and the changes in the organisation of their studying activity, their learning strategies and their interaction/cooperation levels. After the course, we administered a questionnaire that highlighted some findings concerning the differences between smartphones and tablets in supporting these aspects. We found that both types of devices improved the interaction/collaboration among students and the search for information, which was useful for studying. However, the organisation of studying and the learning strategies were supported only by tablets and for specific aspects of learning. This exploratory research suggests, on the one hand, some possible solutions to improve the quality of university activities, and on the other, it underlines some difficulties that will be analysed more thoroughly in further studies.

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Listening to an Educational Podcast While Walking or Jogging

Cited by 7 publications

References 30 publications

A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

Using smartphones and tablets in higher education contexts: an exploratory study within a teacher education programme

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