A preliminary study of podcasting in developing higher education institutions

Abstract

PurposeThe purpose of this paper is to report on podcasting experience by faculty and students in a South African higher education institution (HEI), identify issues, limitations and discuss implications for the design of future tools.Design/methodology/approachThis work consisted of two parts: semi‐structured interviews with lecturers, content/curriculum developers and a student survey.FindingsRogers's diffusion of innovations theory provided the framework for this research including determining how new innovations are disseminated, their rate of adoption, the five‐stage decision‐making process for adoption and the characteristics an innovation must possess to be attractive to adopters. The methodology used relied heavily on descriptive and qualitative data analyses in order to determine the current podcasting practices and experiences. Results reveal that by assuming some of the respondents are “innovators” or “early adopters”, they are still in the early stages of the decision‐making process.Research limitations/implicationsSome instructors who are identified as “early adopters” are experimenting with podcasting as an add‐on to existing lecture resources. However, innovations and their subsequent adoption require an understanding of lecturers' and students' perceptions, opportunities and challenges.Originality/valuePodcasting in developing HEIs and the tools therein to support the process has not been given much attention. The context of this study is the first kind of empirical research in this area. The findings from this exploratory research will be valuable for podcasting users.

Use of Web 2.0 by students in the Faculty of Information Science and Communications at Mzuzu University, Malawi

“…Two previous studies (Chaputula 2012;Nyirongo 2009) have independently shown that MZUNI has been investing in computer and Internet technologies. Given the availability of computer and Internet technologies, the assumption could be that students use Web 2.0 technologies for academic purposes, as is the case in other institutions of higher learning (see Hartshorne & Ajjan 2009;Huang, Hood & Yoo 2013;Mugwanya, Marsden & Boateng 2011;Sadaf, Newby & Ertmer 2012). This study therefore sought to investigate the use of Web 2.0 by students in the Faculty of ISC.…”

“…Web 2.0 technologies Sandars and Schroter (2007) The study revealed that although the overall adoption of Web 2.0 was relatively high, the application of some technologies such as podcasts was still marginal and there was a need to research more on some basic concepts such as awareness and familiarity for it to hold its ground. In this context, according to Ajjan and Hartshorne (2008), Mugwanya, Marsden andBoateng (2011), Sadaf, Newby andErtmer (2012) and Huang, Hood and Yoo (2013), awareness means students' knowledge about the existence of Web 2.0 technologies, whereas familiarity refers to the skills and abilities for operating or using the Web 2.0 technologies. Some students in South Africa have misconceptions about some Web 2.0 technologies, podcasts in particular, because of a lack of knowledge, familiarity and awareness, according to the findings reported by Mugwanya, Marsden and Boateng (2011).…”

“…In this context, according to Ajjan and Hartshorne (2008), Mugwanya, Marsden andBoateng (2011), Sadaf, Newby andErtmer (2012) and Huang, Hood and Yoo (2013), awareness means students' knowledge about the existence of Web 2.0 technologies, whereas familiarity refers to the skills and abilities for operating or using the Web 2.0 technologies. Some students in South Africa have misconceptions about some Web 2.0 technologies, podcasts in particular, because of a lack of knowledge, familiarity and awareness, according to the findings reported by Mugwanya, Marsden and Boateng (2011). Mugwanya et al investigated the academic staffs' and students' experience in podcasting at the University of Cape Town in South Africa, focusing on identifying their current experiences, familiarity and knowledge.…”

Generating OER by Recording Lectures: A Case Study

“…Other approaches use a lecture recording search engine specifically for academic content, or use podcasting as an easy distribution channel for lecture recordings [19], [20].…”

Using a Participatory Action Research Approach to Design a Lecture Podcasting System

“…Therefore, too little attention is ultimately given to the design, implementation and evaluation of mobile education systems, despite advances in technology and a clear compelling case to support their utilization. There is a need within mobile-education research to invest in matching requirements more closely with design, while applying human centered design approaches (Mugwanya & Marsden, 2011). This paper explores how adopting a Participatory Action Research (PAR) approach gave rise to our first software prototype, and presents the challenges faced as well as future plans.…”