Abstract
Previous studies on podcasting assessed the usage impact of this technology on some cognitive and affective variables such as learning, performance efficiency, satisfaction and anxiety. However, these studies assumed that students had adopted podcasting without questioning their opinions. In order to reach a deeper understanding of students’ perception of podcasting, this study aimed at examining two aspects: the advantages and the disadvantages of podcast use. A case study relying on open-ended questions was conducted among 130 participants enrolled in an online undergraduate business course. Obtained results indicated that practical aspects of use of this technology, such as improving attention and facilitating note-taking, dominated among the advantages. Lack of interaction and visual contact was one of the most notable disadvantages. This study could help enrich existing theoretical writings and empirical research about podcasts. It practical contributions would lead professors and educational tool creators to think about the relevance of developing and using podcasts for academic purposes.
Highlights
Information and communication technologies have been widely used in instruction and training over the past decades
Most empirical studies conducted on podcasting have evaluated the usage impact of this technology on variables dealing with intellectual functions and variables related to affect or subjective and emotional characteristics (Evans, 2008; Khechine, Lakhal & Pascot, 2009; Lakhal, Khechine & Pascot, 2007; O’Bannon, Lubke, Beard & Britt, 2011; Vajoczki, Watt, Marquis & Holshausen, 2010)
It can be noted that, as compared to the sub-tree in Figure 1 regarding the advantages of podcasting, the tree in Figure 2 differs by the addition of a new node called “Technological advantages”
Summary
Information and communication technologies have been widely used in instruction and training over the past decades. Most empirical studies conducted on podcasting have evaluated the usage impact of this technology on variables dealing with intellectual functions (learning and performance efficiency – measured by educational results) and variables related to affect or subjective and emotional characteristics (satisfaction, anxiety, autonomy, participation, and motivation) (Evans, 2008; Khechine, Lakhal & Pascot, 2009; Lakhal, Khechine & Pascot, 2007; O’Bannon, Lubke, Beard & Britt, 2011; Vajoczki, Watt, Marquis & Holshausen, 2010).
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