Abstract
With the innovation of podcasting and its immediate adoption by faculty and students in higher education, the notion of content delivery and intellectual property has been turned literally upon its ear. As media becomes common-place in the classroom, professors push the envelope to find innovative means to deliver interactive and stimulating discussion and measure its impact upon teaching and learning. The purpose of the study was to lay the groundwork in the literature on the emerging use of podcasting in higher education in the United States. In doing so, this study examined the diversity of podcast use among 112 American colleges and universities by examining the type of institutions who utilize podcasting, regional significance, the content of podcasts, purpose of use, discipline, gender, and concepts of intellectual property. The study used a survey instrument. The findings suggest that the use of podcasting is growing rapidly, as are concerns of intellectual property, that the majority of podcasts include course lectures and course content, that podcasting spans the intellectual spectrum of disciplines, that both male and female professors produce podcasts at near parity, and that podcasting lectures and course content has had little impact upon student class attendance.
Published Version
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