University Students’ Perception of the Pedagogical Use of Podcasts: A Case Study of an Online Information System Course

Khechine, Hager; Lakhal, Sawsen; Pascot, Daniel

doi:10.11114/jets.v1i2.139

Cited by 12 publications

(11 citation statements)

References 26 publications

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“…For some time podcasts have been increasingly integrated into a variety of fields of academic study and in different ways in educational contexts, for example, physiology (Abt and Barry, 2007), psychology (Luttenberger et al, 2018), language (Darwis, 2016), music (Bolden and Nahachewsky, 2015), marketing (Van Zanten et al, 2012), economics (Vajoczki et al, 2010), commerce (Sutton-Brady et al, 2009, computer science (Savita and Yadava, 2022), technology (Zaguri and Kurtz, 2020), information system (Khechine et al, 2013) and management (Clark et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Podcasts have been studied for approximately 2 decades. Researchers have examined the impact of this technology on education outcomes and learning performance, student's anxiety, autonomy, participation, motivation, attitudes, effectiveness and satisfaction (Avila and Lavadia, 2019;Bolliger et al, 2010;Evans, 2008;Gonulal, 2020;Khechine et al, 2013;Rahmatia and Widiastuty, 2019;Salmon and Edirisingha, 2008;Vajoczki et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

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Students' attitude and learning effectivenes for two types of podcasts in MBA course

Carmi

2023

OIR

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PurposeThe purpose of this research is to inspect the perceptions of MBA students regarding learning through podcasts. The author's goals are to reveal the students' attitudes toward the use of podcasts as a key learning tool in a graduate academic course, to examine the learning efficacy in this mode of learning, to inspect students' opinions regarding flexibility in learning with podcasts and to examine whether there is a different reference to podcasts as a mid-term assignment vs podcasts as a substitute for lectures.Design/methodology/approachThis paper examines the learning attitudes and effectiveness of postgraduate students in business administration toward combining podcasts as an e-Learning tool. This paper also explores the flexibility of this kind of asynchronous learning. Two types of podcasts for two different pedagogical purposes were examined in the study, one as a team mid-term assignment and second as recorded lectures. The main results of this study provide significant evidence that previous experience in listening to podcasts on the Internet has a significant impact on learning effectiveness, student attitudes and learning satisfaction while using this technology. In fact, this study establishes that students that are technologically oriented and have prior experience listening to podcasts learn more in the course, have positive attitudes toward podcast technology as a learning tool, have high learning effectiveness and are satisfied with the flexibility of the asynchronous learning process.FindingsThe findings state that both in the mid-term assignment and in the course lessons as students listened to podcasts more frequently and gained experience listening to podcasts on the Internet, the students expressed more positive views toward learning using this technology, the students' learning effectiveness was higher and the students were more satisfied with the flexibility made possible by using this asynchronous technology tool of e-Learning. Moreover, the results of the study clearly indicate a positive correlation between listening to the podcast lessons in the course and the effectiveness of learning both in the mid-term assignment and in classes.Research limitations/implicationsThis study has some limitations. First, the findings are limited by the relatively small sample, with graduate students in an MBA program, in a course from the field of technological entrepreneurship. Furthermore, in this study, the students had partial freedom to choose the podcast for the students' mid-term assignment from a specific well-known program in the field of entrepreneurship and were not free to choose podcasts from any site available on the Internet. Although this process guided the students to use podcasts from a quality podcast program, the process also reduced the students' choice to some extent.Practical implicationsAcademic institutions must provide the appropriate technological infrastructure for the development, creation and recording of quality podcasts by lecturers for students, in addition to training lecturers to teach through podcasts as an integral part of e-Learning advanced tools. Furthermore, institutions must financially incentivize and educationally encourage lecturers to teach at least some of the content in the course using pre-prepared podcasts.Social implicationsThe author's first suggestion to lecturers that wish to use podcasts as learning resources is to familiarize themselves with the technology and resources available to introduce students to the basics of podcasting and to make the students aware of the podcast's benefits. Second, the study highly recommends to integrate podcasts into the teaching curriculum in academia as early as possible in the basic courses, before the students move on to advanced courses in undergraduate studies. In this way, students in advanced courses can make better use of this technology.Originality/valueAs far as the author knows, this is the first study that combined two types of podcasts used for two complementary pedagogical purposes in an academic course: the first, open and available online podcasts as part of a mid-term assignment and the second type of podcasts that are recorded audio lessons as a complete replacement for course lectures. Additionally, the study sharpens the understanding that students' previous experience with technology is of great importance to learning effectiveness, as well as positive opinions and high learning satisfaction.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Carmi

2023

OIR

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“…Equally, studies recognize that when technology drives the quality and influence of the lessons, students perform better (Khechine, Lakhal, & Pascot, 2013). The engagement phase of technology is an additional important advantage.…”

Section: Mobile Learning In the Uaementioning

confidence: 99%

“…For example, sitting ISSN 2380-9183 E-ISSN 2380-9205 alone at home and hearing the course on the computer were features that led to the loss of motivation described by applicants (Khechine, Lakhal, & Pascot, 2013).…”

Section: Challenges Of Mobile Learningmentioning

confidence: 99%

Opportunities and Challenges of Mobile Learning That University Students Encounter in the UAE

Murshidi¹

2017

IRHE

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This study presents preliminary results based on a survey administrated to a sample of 400 students enrolled in undergraduate courses offered at a Higher Education Institution in the United Arab Emirates (UAE). The paper examines opportunities and challenges university students face when instructors introduce -structured‖ mobile learning in higher education. In part, this article presents qualitative findings of the larger study involving a subset of the sample, to gain in-depth data. Closed-ended and open-ended questions probed students' experiences and perceptions about the use of mobile devices in academic work. Findings reported in this paper focus on students' perceptions on opportunities and challenges. The analysis revealed that a majority of students used iPads, cell phones, and laptop computers to study anytime and anywhere. Respondents reported that these technological devices enabled students to meet deadlines faster than students without mobile devices. In addition, students indicated that they faced difficulties accessing Internet networks in most places. This phenomenon has afflicted students' productivity and efficiency levels, since most academic work required Web searches and Internet connectivity. Nevertheless, students benefited a great deal in using such mobile technological devices and admitted that the benefits outweighed the challenges they encountered.

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“…The empirical evidence about the effectiveness and benefits of podcasting in the educational field is wide ranging. Some researchers have focused on the impact that the use of this technology has on cognitive and affective variables related to intellectual and emotional experiences, such as learning, academic performance, comprehension and anxiety, among others (Khechine et al, 2013). The results indicate that students report an improvement in their learning, better academic performance and comprehension of content, less anxiety, and greater commitment to study (Lee and Chan, 2007;Morris, 2010;Hill et al, 2012;Kennedy and Thomas, 2012;Popova et al, 2014;Rockhill et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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

Alarcón

Blanca

2020

Front. Psychol.

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The aim of this research was to develop and validate the Questionnaire for Assessing Educational Podcasts (QAEP), an instrument designed to gather students’ views about four dimensions of educational podcasts: access and use, design and structure, content adequacy, and value as an aid to learning. In study 1 we gathered validity evidence based on test content by asking a panel of experts to rate the clarity and relevance of items. Study 2 examined the psychometric properties of the QAEP, including confirmatory factor analysis with cross-validation to test the factor structure of the questionnaire, as well as item and reliability analysis. The results from study 1 showed that the experts considered the items to be clearly worded and relevant in terms of their content. The results from study 2 showed a factor structure consistent with the underlying dimensions, as well as configural and metric invariance across groups. The item analysis and internal consistency for scores on each factor and for total scores were also satisfactory. The scores obtained on the QAEP provide teachers with direct student feedback and highlight those aspects that need to be enhanced in order to improve the teaching/learning process.

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University Students’ Perception of the Pedagogical Use of Podcasts: A Case Study of an Online Information System Course

Cited by 12 publications

References 26 publications

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Opportunities and Challenges of Mobile Learning That University Students Encounter in the UAE

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

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