Abstract
In a world where the podcast stands out as one of the important support technologies for online learning, lecturers face great challenges in the delivery of podcasts in a qualitative and productive way. The introduction of podcasts into distance teaching and learning has often failed to meet the expected outcomes, and the educational landscape (Dede, 2008) contains evidence of students who have been unable to benefit from this innovation. Therefore, the aim of this paper was to explore the types of podcasts that lecturers at an open and distance an e-learning institution use for teaching and learning in the courses they teach. The focus was to explore how lecturers can use high-quality podcasting to meet students learning expectations in open, distance and e-learning institutions.
Highlights
Introduction and backgroundTechnology has advanced from being used primarily as an instructional delivery medium to an integral part of the learning environment (Fouts, 2000; Poole, 2001)
The increasing importance of the podcast as a support technology for online learning has led to intense discussions about how to preserve and enhance its use for all kinds of expected student knowledge
This paper aimed to explore the types of podcasts that lecturers at an open, distance and e-learning (ODeL) institution use for teaching and learning
Summary
Introduction and backgroundTechnology has advanced from being used primarily as an instructional delivery medium to an integral part of the learning environment (Fouts, 2000; Poole, 2001). Questions like “To what extent does any form of support technology contribute to meeting most students’ learning expectations?” are often neglected by the lecturers during. Many studies have been carried out about the accessibility of technology to students (Richardson, 2006). Studies on how lecturers use particular technologies to achieve teaching and learning objectives are limited (Dede, 2008). The use of technology for high-quality teaching and learning is a critical issue that should be investigated to ensure that it contributes significantly to productive student learning
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