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

Catherine Sutton-Brady,Giuseppe Carabetta,Karen M Scott,Steve Clark,Lucy Taylor

doi:10.3402/rlt.v17i3.10878

Catherine Sutton-Brady, Giuseppe Carabetta + Show 3 more

Open Access

https://doi.org/10.3402/rlt.v17i3.10878

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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. Keywords: podcasting; eLearning; flexible learning; mobile learning DOI: 10.1080/09687760903247609

Highlights

The use of technology has the potential to revolutionise university learning and teaching (Selwyn 2007)
Context This paper presents the findings of a podcasting study held in 2007 and 2008 within the Faculty of Economics and Business at the University of Sydney, Australia
We studied the use of short-format, supplementary podcasts to develop a better understanding of how they might be used to enhance and support student learning and lecturers’ teaching experiences

Summary

Introduction

The use of technology has the potential to revolutionise university learning and teaching (Selwyn 2007) In light of this potential, much research is undertaken into technology and higher education. Mobile learning, focussing on the student experience, offers context-based, personal and informal aspects to higher education (Traxler 2008). The use of such technologies has increased over the years and students have an expectation of technology use (JISC 2007). New episodes may be automatically pushed to subscribers’ personal computers, freeing users from the need to check and manually download newly available content. Podcast episodes are downloaded to users’ computers (rather than streamed) and can be transferred to digital audio players, enabling mobile learning

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