Podcasting in higher education: What are the implications for teaching and learning?

Lonn, Steven; Teasley, Stephanie D.

doi:10.1016/j.iheduc.2009.06.002

Cited by 125 publications

(85 citation statements)

References 14 publications

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“…In a survey by Lonn and Teasley (2009) students used video podcasts largely for reviewing concepts and issues raised in lectures that they had previously attended, thus taking advantage of both possibilities of delivery of content. The addition of lecture podcasts gives students a chance to listen to a lecture for the first time if they missed a class or to listen to a lecture that they attended in person additional times after the class session is over (Evans 2008;Hew 2009;McCombs and Liu 2007).…”

Section: Learning and Achievement In Face-to-face Lectures And With Lmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

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Section: Learning and Achievement In Face-to-face Lectures And With Lmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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“…The launch of 'iTunes U' in American universities including Yale, MIT, Stanford and Berkeley by Apple Computer, Inc. also shows that digital learning is becoming important in higher education and that technologies such as podcasting are being used more often (Lonn and Teasley 2009). Most studies on the use of podcasting in higher education have focused on describing the results of pilot projects (e.g.…”

Section: Podcasting In Higher Educationmentioning

confidence: 99%

The effectiveness of educational podcasts for teaching music and visual arts in higher education

Tam¹

2012

Research in Learning Technology

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Podcasting is now being used frequently in the higher education sector. Although research has been conducted into the use of podcasting in teaching business, engineering, sciences and languages, little has been done on its use in arts learning. This paper reports on a study that investigated the effectiveness of using podcasts to learn music and visual arts in a teacher-education institution. A total of 128 Year-One to Year-Four students completed a survey and 24 students attended focus-group interviews and gave their feedback on the effectiveness of using podcasts in learning. Generally speaking, the students found the podcasts useful and viewed podcasting as a method which could be used to supplement faceto-face teaching. Results of the study indicated that demonstration of procedures or skills was the most effective type of podcast while reproduction of lecture materials was the least effective. The students suggested that the teachers needed to increase the relevance of the podcast content to what was taught during lessons. The paper concludes with a discussion of the production of effective podcasts and directions for future studies.

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“…Educational podcasting is frequently discussed as a supplementary medium (Bell et al 2007;Copley 2007;Lonn and Teasley 2009) making it irrelevant to many academic innovators. This belies its transformative potential as set out in this paper.…”

Section: Introductionmentioning

confidence: 99%

Reconsidering the role of recorded audio as a rich, flexible and engaging learning space

Middleton

2016

Research in Learning Technology

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Audio needs to be recognised as an integral medium capable of extending education's formal and informal, virtual and physical learning spaces. This paper reconsiders the value of educational podcasting through a review of literature and a module case study. It argues that a pedagogical understanding is needed and challenges technology-centred or teacher-centred understandings of podcasting. It considers the diverse methods being used that enhance and redefine podcasting as a medium for student-centred active learning. The case study shows how audio created a rich learning space by meaningfully connecting tutors, students and those beyond the existing formal study space. The approaches used can be categorised as new types of learning activity, extended connected activity, relocated activity, and recorded 'captured' activity which promote learner replay and re-engagement. The paper concludes that the educational use of the recorded voice needs to be reconsidered and reconceptualised so that audio is valued as a manageable, immediate, flexible, potent and engaging medium.

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Podcasting in higher education: What are the implications for teaching and learning?

Cited by 125 publications

References 14 publications

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

The effectiveness of educational podcasts for teaching music and visual arts in higher education

Reconsidering the role of recorded audio as a rich, flexible and engaging learning space

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