How do students use podcasts to support learning?

Scutter, Sheila; Stupans, Ieva; Sawyer, Tim; King, Sharron

doi:10.14742/ajet.1089

Cited by 73 publications

(64 citation statements)

References 16 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The recordings may, therefore, be a safety net for missed lectures. In this way our findings are consistent with Gysbers et al [32] and Scutter et al [33] who found that students do not generally substitute lectures with recordings but use the recordings for review or to revisit difficult concepts. In addition, Larkin [27] and Gysbers et al [32] reported that students ''expressed a preference for not using recorded lectures to replace face-to-face teaching'' [27, p. 243], which correlates with our students who expressed a strong view that university teaching should not move away from face-to-face teaching.…”

Section: Availability Of Online Materialssupporting

confidence: 93%

Engagement of students with lectures in biochemistry and pharmacology

Davis

Hodgson

Macaulay

2012

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Academic staff at universities have become concerned about the decrease in student attendance at lectures and the implication of this on student achievement and learning. Few studies have measured actual lecture attendance in a coherent or comprehensive way. The aim of this study was to measure actual lecture attendance of students over two year levels enrolled in two separate science disciplines, biochemistry and pharmacology. The study further sought to determine the factors that influence lecture attendance. Attendance at lectures in four units of study was monitored over a 12-week semester. Attendance at lectures decreased over the semester and was lower at early morning lectures (8 A.M.; 9 A.M.). A questionnaire surveying students about their preparation for lectures, their compensation for missed lectures and the factors influencing their nonattendance was administered at the end of the semester. Students reported that the major factors influencing their attendance at lectures related to timetable issues and the quality of lecturing. If students missed lectures, the majority read the lecture notes and listened to the online recordings. The availability of online recordings of lectures was not a major influence on attendance at lectures. In three of the four units studied there was no correlation between self-reported lecture attendance and exam performance. The results of the study indicate that universities should dedicate more resources to timetabling and to supporting staff to improve the quality of their lectures.

show abstract

Section: Availability Of Online Materialssupporting

confidence: 93%

Engagement of students with lectures in biochemistry and pharmacology

Davis

Hodgson

Macaulay

2012

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Students' views were partially consistent with this in that they described using podcasts when they needed to 'get knowledge into their heads' ). The opportunity to re-listen to a lecture and to take additional notes also appears to facilitate a transition mode of delivery in learning (Forbes, 2008;Scutter, Stupans, Sawyer & King, 2010).…”

Section: Discussionmentioning

confidence: 99%

Podcasting of health sciences lectures: Benefits for students from a non-English speaking background

Pearce

Scutter

2010

AJET

Self Cite

View full text Add to dashboard Cite

Podcasting in higher education is the presentation of study material in digital format that can be downloaded as audio or video files onto a MP3 player or computer. These files can then be accessed anywhere and at any time students choose. The use of podcasting is now widespread amongst undergraduate students, yet their application to the specific needs of students with a non English speaking background (NESB) is largely unknown. The findings of this study are based on a survey of 404 NESB and 708 native English speaking Health Science undergraduate students at the University of South Australia. Ninety percent of NESB students accessed podcasts of undergraduate lectures, with the majority listening to more than 15 podcasts during each semester. The availability of podcasts had limited effect on attendance at lectures. M-learning (mobile learning) was not popular amongst NESB students compared to other students. They preferred to listen to audio recordings of the whole lecture from a computer in conjunction with the PowerPoint presentation. This study suggests the use of podcasts as a revision tool has obvious benefits as perceived by undergraduate NESB students in terms of their learning in face to face classes and when reviewing and revising complex material.

show abstract

“…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). In others surveys, students reported that they could learn more by hearing the lectures again (Scutter et al 2010) or that the podcasts helped them to better understand the topics of the lecture (Toppin 2011).…”

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

View full text Add to dashboard Cite

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.

show abstract

How do students use podcasts to support learning?

Cited by 73 publications

References 16 publications

Engagement of students with lectures in biochemistry and pharmacology

Engagement of students with lectures in biochemistry and pharmacology

Podcasting of health sciences lectures: Benefits for students from a non-English speaking background

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

Contact Info

Product

Resources

About