The value of using short-format podcasts to enhance learning and teaching

Abstract

This paper presents the findings of a podcasting trial held in [2007][2008] within the Faculty of Economics and Business at the University of Sydney, Australia. The trial investigates the value of using short-format podcasts to support assessment for postgraduate and undergraduate students. A multi-method approach is taken in investigating perceptions of the benefits of podcasting, incorporating surveys, focus groups and interviews. The results show that a majority of students believe they gained learning benefits from the podcasts and appreciated the flexibility of the medium to support their learning, and the lecturers felt the innovation helped diversify their pedagogical approach and support a diverse student population. Three primary conclusions are presented: (1) most students reject the mobile potential of podcasting in favour of their traditional study space at home; (2) what students and lecturers value about this podcasting design overlap; (3) the assessment-focussed, short-format podcast design may be considered a successful podcasting model. The paper finishes by identifying areas for future research on the effective use of podcasting in learning and teaching.

From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students’ Listening Comprehension

“…This study contradicts that conducted by Clark et al (2009) which revealed opposite findings. In that study, the participants rejected the mobile potential of podcasting in favor of traditional study habits.…”

“…Perceptions of podcasts as an original feature of their studies were seen to increase students' motivation. However, this positive response contrasts with work by Clark et al (2009) into the value of short-format podcasts to support the assessment of 30 postgraduate and 1548 undergraduate students, which overwhelmingly rejected podcasting in favor of traditional study practices. Reasons given in this study highlighted time pressures, students' English language skills and their understanding of the medium.…”

“…Moreover, although many studies have described the use of podcasts in language learning, these have been undertaken internationally; thus, the number of studies in the Saudi context remains unsatisfactory. Research by Clark et al (2009) claims that in order to increase the potential benefits of podcasting in higher education, there is a need to focus on the pedagogical design of podcasts, rather than on merely repeating lecture content, as it is important to give an active role to students. Thus, podcasts are seen to be most beneficial when introduced as part of a blended approach in which students are encouraged to generate their own recordings (Edirisingha, Fothergill & Salmon, 2007;Burston, Song & Zhang, 2011).…”

Understanding student use of resources in “rich-media” courses

“…The aims of rich-media materials vary considerably; including assignment preparation (Belton, 2016;Copley, 2007;Parson et al, 2009;Sutton-Brady et al, 2009), revision materials (Copley, 2007;Davis et al, 2009;Pearce and Scutter, 2010;Van Zanten et al, 2012), improving understanding (Bongey et al, 2006;Leadbeater et al, 2013;Parson et al, 2009;Pearce and Scutter, 2010;Van Zanten et al, 2012) and, lecture capture (Davis et al, 2009;Leadbeater et al, 2013;Parson et al, 2009;Pearce and Scutter, 2010); as did student use of the materials. To fulfil these aims rich-media materials have been created involved pod-casting (both audio and video), the use of narrated PowerPoint slides, short video segments, and lecture capture (either audio only or video plus audio).…”

Which e-Learning Technology is Right for me?

“…Hew [44] reports that the most common use of podcasts is for delivery of lectures and supplementary recordings. Middleton [45] highlights lack of technical support and technical confidence as barriers to institutional scalability of podcasting.However SuttonBrady, Scott, Taylor, Carabetta and Clark [46]suggest that "the majority of students believe they gained learning benefits from podcasts and appreciated the flexibility of the medium". In using podcasts and vodcasts within a marketing course, students may choose whether to use the online mode of learning or not "if we were serious about that you would say right you may do a wholly online unit here or you may do it there or you don't have to do it at all, I don't know, but the fact is give them choice, let them choose.…”