The Student Satisfaction with Educational Podcasts Questionnaire

Abstract

Student satisfaction with podcasts is frequently used as an indicator of the effectiveness of educational podcasting. This aspect has usually been assessed through surveys or interviews in descriptive studies, but no standard questionnaire exists that can be used to compare results. The main aim of this study was to present the Student Satisfaction with Educational Podcasts Questionnaire (SSEPQ). The SSEPQ consists of 10 items that are scored on a Likert-type scale. The items address the opinions of students on content adequacy, ease of use, usefulness, and the benefits of podcasts for learning. 3-5 minute podcasts were assessed as a supplementary tool within the research methods and statistics course of their psychology undergraduate degree. Confirmatory factor analysis with cross-validation showed a one-factor structure, supporting the use of the total score as a global index of student satisfaction with podcasts. The results suggest that there is a high level of satisfaction with podcasts as a tool to improve learning. The questionnaire is a brief and simple tool that can provide lecturers with direct feedback from their students, and may prove useful in improving the teaching-learning process. Escritos de Psicología Psychological WritingsResumen La satisfacción del estudiante con los podcasts constituye un indicador de la eficacia de los podcasts educativos. Este aspecto generalmente se ha evaluado a través de encuestas o entrevistas en estudios descriptivos, pero aún no existe un cuestionario estándar que pueda ser utilizado en estudios comparativos. El objetivo de este trabajo es presentar el Cuestionario de satisfacción de estudiantes con podcasts educativos (SSEPQ), que consta de 10 ítems que evalúan la percepción del estudiante respecto a la adecuación del contenido, facilidad de uso, utilidad y beneficio de los podcasts para el aprendizaje. Los estudiantes evaluaron podcast diseñados como material complementario de la asignatura Metodología de investigación y estadística del grado en Psicología. El análisis factorial confirmatorio reveló una estructura de un factor, cuya puntuación total es indicativa de un índice global de satisfacción con los podcasts. Los resultados proporcionan evidencia de un alto nivel de satisfacción con los podcasts como recurso para mejorar el aprendizaje. El SSEPQ es un cuestionario breve y sencillo que puede ser útil al profesorado, proporcionando información sobre la percepción de los estudiantes del uso de estos recursos en educación superior con objeto de mejorar el proceso de enseñanza-aprendizaje.Palabras clave: Podcast, M-learning, Cuestionario, Educación superior.

Podcast Learning Effectiveness In Higher Education In Europe: A Systematic Review

“…Studies focusing on financial issues and teachers´ perspective and participation are almost inexistent. Type of contents and overall design and conception of podcasts for learning are still areas in need of more studies and podcast design must be more attractive to students (Alarcón et al, 2017) Limitation of this study includes the databases used (mainly because paid databases were not used).…”

“…▪ Satisfaction with 3-5m podcasts (Alarcón et al, 2017) ▪ Easy to access, motivating to learn (Alarcón et al, 2017) ▪ Podcasts are useful (Carvalho et al, 2008;Alarcon et al, 2017) ▪ Students feel sense of proximity to teacher (Carvalho et al, 2008) ▪ Students feel podcast stimulates more attention and interest (Carvalho et al, 2008) ▪ Podcasting is most useful on feedback and instructions for assignments (Carvalho et al, 2008) ▪ Students listen more than once (Carvalho et al, 2008) ▪ Students preferred podcast to written instructions (Carvalho et al, 2008) ▪ Students with better grades are more prone to use podcasts (Alonso-Arbiol, 2009) ▪ Podcasts provide rigorous and clear information (Alarcón et al, 2017) Factor II. Educational Outcomes ▪ Podcast use improves students grades (in certain types of students) (Alonso-Arbiol, 2009) -----------------------------------https: //doi.org/10.15405/epsbs.2019.11.21 Corresponding Author: Patrícia Araújo Selection and peer-review under (iii) Regarding our RQ1, podcast-learning practices related to instructions and feedback on assignments are found more effective by students and in general;…”

Development and Psychometric Properties of the Questionnaire for Assessing Educational Podcasts (QAEP)

“…Among these technologies, podcasts have become increasingly popular. Podcasts are digital media files comprising audio and/or video which can be automatically downloaded from the web to devices such as smartphones, PCs or MP3/4 players (O'Bannon et al, 2011;Alarcón et al, 2017;O'Connor and Andrews, 2018). Their ease of use without restrictions of time and place, coupled with rapid and free availability for most portable devices, makes them a useful tool for promoting cooperative and self-directed learning (Association of College and Research Libraries, 2000;Evans, 2008;Heilesen, 2010;Hill and Nelson, 2011;Reychav and Wu, 2015;Hargett, 2018;O'Connor et al, 2020a,b), especially in higher education (Vajoczki et al, 2010;Alarcón et al, 2017).…”

“…Research shows that podcasts have been used in a wide variety of ways in higher education (McGarr, 2009;Chester et al, 2011;Van Zanten et al, 2012;Popova et al, 2014). These include: (a) recording of face-to-face lectures that can then be used as substitutes for traditional classes or as a supplementary form of content review (Gosper et al, 2007;Lightbody et al, 2007;William and Fardon, 2007;McGarr, 2009;McKenzie, 2008;Van Zanten, 2008;Han and Klein, 2019); (b) creative or student-generated podcasts, which have attracted particular attention among researchers as they give students an active role in the learning process, helping to develop competences such as critical thinking (Frydenberg, 2008), collaborative knowledge (Lee et al, 2008), and teamwork and technological skills (Cane and Cashmore, 2008); (c) tutorials (Tynan and Colbran, 2006), showing the steps involved in a specific activity, and glossaries of key terms (Lightbody et al, 2007), which introduce key concepts of a subject; and (d) short 3-5 min podcasts, which are becoming very popular as a way of summarizing a lecture or presenting basic concepts (Lee and Chan, 2007;Abdous et al, 2012;Van Zanten et al, 2012), and which are usually used as complementary material (Bell et al, 2007;Alarcón et al, 2017;Han and Klein, 2019;Matulewicz et al, 2020).…”

“…Student satisfaction refers to the "favourability of a student's subjective evaluation of the various outcomes and experiences associated with education" (Elliott and Shin, 2002: 198). In order to evaluate this variable, Alarcón et al (2017) designed the Student Satisfaction with Educational Podcasts Questionnaire (SSEPQ). This questionnaire consists of 10 Likert-type items, each with four response options, which assess satisfaction with regard to perceived content adequacy, ease of use, usefulness and benefits to learning from the podcast.…”