Podcast in Higher Education: Students' Experience and Assessment

Fietze, Simon

doi:10.1109/ic4e.2010.132

Cited by 8 publications

(13 citation statements)

References 4 publications

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“…NESB and non-NESB students intentionally missed fewer face to face classes as they progressed through their studies, notwithstanding the availability of audio reproductions of the lectures. This is in contrast to concerns raised by some (Lightbody et al, 2006;Malan, 2007;Grabe & Christopherson, 2008;von Konsky et al, 2009), but not all (Bongey et al, 2006;Shannon, 2006;Copley, 2007;Forbes & Hickey, 2008;Fietze, 2009). There is a number of possible reasons to explain this.…”

Section: Discussioncontrasting

confidence: 51%

“…Those students who stated that they did not use the podcasts were asked about the different reasons that led to their decision (Fietze, 2009). Only 12% (133) of students indicated that they did not listen to podcasts with the majority of these students indicating that they found other methods of study more effective (62%) and they did not have time to listen to the podcasts (51%).…”

mentioning

confidence: 99%

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

Pearce

Scutter

2010

AJET

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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.

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Section: Discussioncontrasting

confidence: 51%

mentioning

confidence: 99%

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

Pearce

Scutter

2010

AJET

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“…Whether or not podcasting lectures will reduce student attendance has been discussed by previous authors (Frydenberg, 2006;Maag, 2006;Fietze, 2009). The results of the current study showed that some students were more likely to "skip" lectures if they knew they were going to be podcast, however their number was not large.…”

Section: Discussionmentioning

confidence: 45%

“…Maag (2006) also found that the availability of podcasts had little impact on attendance. However, what is considered to be an important reduction in lecture attendance apparently differs between authors, as Fietze (2009) found that around half the class would consider not attending the lecture if it was to be podcast, but did not find this problematic. The very fact that some students may miss lectures that are to be podcast suggests that they saw them, in conjunction with the PowerPoint slides, to be a viable alternative to the lectures.…”

Section: Discussionmentioning

confidence: 96%

“…However, this has not been found to be the case in previous studies (von Konsky, Ivins & Gribble, 2009). Fietze (2009) found that about half the student cohort would not consider the provision of podcasts as an opportunity to miss lectures. Although universities increasingly attempt to provide flexible learning opportunities for students, reduced engagement is clearly related to increased attrition and reduced success (Kuh, 2007;McInnes, 2001).…”

Section: Potential Disadvantages Of Using Podcastsmentioning

confidence: 99%

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How do students use podcasts to support learning?

Scutter

Stupans

Sawyer

et al. 2010

AJET

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Podcasting is used commonly recreationally and is now increasingly used in education. The technology for podcasting is readily available, easy to use and inexpensive, making it an attractive option for providing additional flexible learning resources for students. However, little is known about how podcasts are used by students and the implications for learning. This paper describes how podcasts were used by students in a medical radiation program. In common with many other health science programs, the medical radiation program has a large content load, particularly in first year where courses such as anatomy and physiology are introduced. Students generally used podcasts to review lecture content, especially when they had difficulty with understanding lectures or new terminology. Students generally listened to the recordings whilst viewing the lecture PowerPoint presentations on a home computer. Results from this study indicate that academics need to contemplate the introduction of instructional methods such as podcast lectures within the broader context of instructional goals.

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Brain development, mental health and addiction: a podcast series for undergraduate medical education

MacDonald

Kellam²,

Peirce³

2013

Interactive Technology and Smart Education

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Purpose -The purpose of this paper is to describe the process of developing the early brain and biological development and addictions podcast series for first and second year medical students. This paper also presents the findings from an evaluation of the introductory podcast in this series of 13 podcasts. Design/methodology/approach -Three focus groups were held with a total of 19 participants representing ten universities across Canada as well as one college and one foundation. Each focus group was audiotaped and then transcribed verbatim. The coding process consisted of grouping the common codes together to form themes based on the W(e)Learn framework. Findings -Findings suggested that most participants were enthusiastic regarding the potential of the podcast project not only for the intended audience but also for all medical students and residents as well as continuous healthcare education. However, findings also suggest that other participants were not as fervent about the potential of the program. Many participants provided suggestions for how to further improve the podcast. These suggestions have already been implemented into the program design in an attempt to meet end-users' needs and expectations. Originality/value -This research shares an innovative approach to supporting healthcare education in undergraduate education. Podcasting has become a cost-effective and convenient pedagogical tool for distributing educational information. Podcasts are effective teaching tools since listening is an active, engaging and creative process on interpreting content and creating meaning from auditory cues.

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Podcast in Higher Education: Students' Experience and Assessment

Cited by 8 publications

References 4 publications

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

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

How do students use podcasts to support learning?

Brain development, mental health and addiction: a podcast series for undergraduate medical education

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