Podcasts are not for everyone

Kazlauskas, Alanah; Robinson, Kathy

doi:10.1111/j.1467-8535.2010.01164.x

Cited by 46 publications

(33 citation statements)

References 13 publications

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“…Students prefer quiet locations, with easy access to their notes and relevant literature, usually listening via a stationary computer (e.g. Kazlauskas and Robinson 2012;Pearce and Scutter 2010;Popova et al 2014). This is an argument against podcasts as an application for the blurring of the place of use.…”

Section: Podcasting Not As Mobile As Expectedmentioning

confidence: 99%

Blurring time and place in higher education with bring your own device applications: a literature review

Sundgren

2017

Educ Inf Technol

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The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009-2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students.

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Section: Podcasting Not As Mobile As Expectedmentioning

confidence: 99%

Blurring time and place in higher education with bring your own device applications: a literature review

Sundgren

2017

Educ Inf Technol

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“…Despite debate around the benefits and challenges of the podcast as an effective educational tool, an emerging literature suggests that the informed use of podcasts is valued by students, particularly those with high self-efficacy (Burke and Cody, 2014;Kazlauskas and Robinson, 2012). The main focus of this literature is, however, on the use of podcasts to replace or augment traditional lectures.…”

Section: Podcasts Within Heismentioning

confidence: 99%

Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study

McSwiggan

Campbell

2017

Nurse Education Today

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“…In a study by Kazlauskas and Robinson (2012), almost a fifth of students preferred attending the face-to-face lecture over learning with podcasts. These students felt that they could concentrate better and absorb more in lectures.…”

Section: Satisfaction and Emotions In Face-to-face Lectures And With mentioning

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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Podcasts are not for everyone

Cited by 46 publications

References 13 publications

Blurring time and place in higher education with bring your own device applications: a literature review

Blurring time and place in higher education with bring your own device applications: a literature review

Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study

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

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