Abstract
The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders students participated in this exploratory study conducted in the fall of 2006. Measurements of participants' individual differences on four variables were taken prior to learners experiencing instructional podcasts. Multiple regression analysis was used to predict learner success based on the four predictor variables: self-efficacy for online technologies, academic self-efficacy, academic self-regulation, and cognitive style. Learner success was measured via a pencil and paper, multiple-choice test covering the material delivered via podcast. Of the variables used in this study, only cognitive style was found to be a statistically significant predictor of achievement.
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