Lecture Podcasts Research Articles

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Выставки петровского времени в Русском музее. 1972–2022 гг.

The legacy of Peter the Great’s time in the Russian Museum is quite large. Researchers continue to study the collection of works of the beginning of the XVIII century. Since 1946, an exposition called «Peter’s time» has been equipped in one of the halls of the museum. There are portraits of Peter I painted by foreign artists, parsuns, a plaster mask and a bronze bust of the emperor, desudeports. The works of pensioners Peter – I. Nikitin and A. Matveev are also presented. Many paintings, sculptures and graphics of the beginning of the XVIII century are not included in the exhibition, they are revealed to the viewer only at temporary screenings. Landmark exhibitions were held by the Russian Museum on the 300th anniversary of the birth of Peter the Great in the early 1970s. These are: «Engraving of Peter’s Time» (1971–1972), «Portrait of Peter’s Time» and «Iconography of Peter’s Time» (1973). They were in the halls of the lower floor of the left wing of the Mikhailovsky Palace and in the wing of the Rossi. The advantage of these expositions was the demonstration of rare examples of engraving, painting, parsuna and icon painting of the late XVII – early XVIII centuries. The exhibition «Both the navigator and the carpenter. Peter the Great in Russian Art Culture» (2022) was opened in the halls of temporary exhibitions of the dress circle of the Mikhailovsky Castle. The purpose of the exhibition is to continue the visual practice of the mid to present a trellis hanging of paintings. At the same time, a multimedia visual series, detailed annotated accompaniment, lecture podcasts were introduced. The commemorative practices in the existing exhibition are expressed in the invariant treatment of historical heritage in dialogue with the viewer.

Serial-iously?: Using a narrative podcast as a shared learning experience to facilitate engagement and critical thinking

The transition to online learning during the COVID-19 pandemic cast a spotlight on online courses and their lack of high-impact practices that encourage active learning. One high-impact practice that can facilitate active learning in an online course is a shared experience. Providing mutual access to a common course resource in an online course generates opportunities for students to not only engage with each other and the content but also to develop their critical thinking skills. Narrative podcasts work well to fill this role because they are story-driven and call on listeners to use their imagination and sensory and perceptual skills to process and visualise information. Therefore, as a digital learning tool, a podcast can support course design principles that promote engagement and skill development, since this strategy lends itself to creating a collaborative space where students create knowledge through engagement and reflection. Although literature exists on the value of using lecture podcasts or student-generated podcasts, little scholarship investigates using a narrative podcast as a shared experience. Employing a constructivist lens, this qualitative study examined student perceptions in an asynchronous online English undergraduate critical writing course about their experiences. Findings suggested that using a narrative podcast as a shared learning experience enhanced levels of engagement and fostered better efficacy in critical thinking. Therefore, this study adds to the knowledge base about narrative podcasts as pedagogical tools to create a high-impact practice in an online course.

Enhancing Oral Academic English as a Medium of Instruction (EMI) through self-regulated Listening to Authentic Educational Podcast

This study investigated the role of self-regulated listening practice to authentic lecture podcast in improving oral English for instructional purposes. It employed an experimental study design complemented by qualitative tools. The participants (56 teachers) were drawn from a population of upper secondary school subject area teachers. The data was generated through classroom observation scheme and in-depth interview. Independent sample t-test and thematic analysis were employed to analyze the quantitative data (from the observation) and qualitative data (from the interview) respectively. The results showed that a combined use of listening to authentic lecture podcast and self-regulated listening strategies play an important role in improving English language deficiency of teachers for instructional purposes across discourse functions of lesson introduction, definition, elaboration, hypothesizing and use of discourse markers. The discourse functions of questioning remain largely unaffected. The positive results have promising educational implications suggesting the possibility of using this package of intervention in pre-service and in-service teacher training programs to enhance EMI teachers’ oral English for instructional ends.

Using lecture podcasts in the COVID‐19 transition to virtual post‐secondary education in agriculture

In the spring 2020 semester, Stephen F. Austin State University (SFASU), located in Nacogdoches, TX, transitioned face‐to‐face classes to online instruction because of the COVID‐19 pandemic. The east Texas region suffers from some of the poorest internet availability in the nation. Thus, limitations exist for streaming lectures or having students download large files. Podcasts are small audio files that can be downloaded from the internet for learning. Research has shown that the use of lecture podcasts have a variety of benefits for both faculty and students. Lecture podcasts provide students small file sizes to download and access and allow them to engage with the course material asynchronously. Therefore, the decision was made to record lecture podcasts for Cultivating Plants, Plant Propagation, and Plant Breeding to deliver educational content for the class. An end of semester survey conducted by the SFASU Agriculture Department indicated that 59% of students who engaged with this type of learning felt it was extremely effective. Additional student comments and semester reflections also provided feedback. This example provides further evidence that lecture podcasts can be a useful tool for educators in an ever‐changing world.

Podcasts as ateaching tool inorthopaedic surgery : Is it beneficial or more an exemption card from attending lectures?

ObjectiveThe aim of this study was to evaluate the influence of the introduction of online podcasts as part of the main lecture series in orthopaedics on the number of lecture attendees, the examination results and the assessment of teaching by the students. Additionally, we evaluated the use of other media for examination preparation.MethodologyAt the beginning and end of the lecture series questionnaires were handed out to the students to evaluate their attitudes towards attending lectures, the use of video podcasts and examination preparation. In addition, the number of lecture attendees and podcast usage during the semester were counted and the statements of the students in the evaluation assessments of orthopaedic teaching were evaluated. The examination results were correlated in a statistical analysis with the learning materials provided by the students for examination preparation.ResultsAt the end of the lecture series, 284 students stated that they used the lecture podcast about twice as often as attending lectures; however, for the majority of the students the provision of a video podcast was no reason not to attend the lecture. For example, 37.2% stated that they never and 26.8% stated that they rarely had not attended the lecture by providing the podcasts. Of the students 91–95% considered the availability of lecture podcasts to be a rather meaningful or very meaningful supplement to the lecture visit. Students increasingly used digital media to prepare for examinations instead of using traditional analogue methods. None of the learning methods or materials examined showed a statistically significant advantage in examination results.ConclusionStudents in the age of digitalization use a variety of learning materials and are no longer bound to classical analog teaching methods. The use of online podcasts had no negative impact on examination performance. Most students perceived lecture podcasts as a useful supplement to lecture attendance. The students praised the expansion of the teaching curriculum to include additional digital offers with positive comments in the evaluations, but without achieving an improvement in these student evaluations.

Enhancing Learning Experience of General Chemistry Using Pre-designed Podcasts and Flipped Classroom Methodology

Introductory courses such as General Chemistry I, General Physics General Biology and I need special attention as students taking these courses are usually in their first year of the university. In addition to the language barrier for most of them, they also face other difficulties if these elementary courses are taught traditionally. Changing the routine method of teaching of these courses is therefore mandated. In this regard, podcasting of chemistry lectures was used as an add-on to the traditional and non-traditional methods of teaching chemistry to science and non-science students. Podcasts refer to video files that are distributed in a digital format through the Internet using personal computers or mobile devices. The pedagogical strategy is another way of identifying podcasts. Three distinct teaching approaches are evident in the current literature and include receptive viewing, problem-solving, and created video podcasts. Originally, podcasting was the name given to audio files played on Apple’s iPod portable media player. The digital format and dispensing of video podcasts have stabilized over the past eight years, the type of podcasts vary considerably according to their purpose, the degree of segmentation, pedagogical strategy, and academic focus. In this regard, the whole syllabus of “General Chemistry I” course was developed as podcasts, which were delivered to students throughout thesemester. Students used the podcasted files extensively during their studies, especially as part of their preparations for exams. Feedback of students strongly supported the idea of using podcasting as it reflected its effect on the overall understanding of the subject and a consequent improvement of their grades.

Use of rich-media resources by engineering undergraduates

ABSTRACTThe ability to develop and distribute digital teaching resources in higher education has developed rapidly over the last decade but research into how students use such resources has received limited attention. This study uses questionnaire results, Internet analytic data and semi-structured interviews to examine the use of three types of rich-media teaching resources – lecture podcasts, key-concept videos and tutorial solution videos – by engineering undergraduates. It is found that students value all three types of resource, especially for revision and as a supplement to lectures. Students find short, focused resources more useful than longer ones. Non-native English speakers and those with disabilities derive particular benefits from the resources. The effect of rich-media resources on lecture attendance is found to be small, and two-way.

Different patterns of university students\u2019 integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer’s presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners’ preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

Implementing Short-Format Podcasts for Preview on Mathematics Self-efficacy and Mathematical Achievement in Undergraduate Mathematics

The aims o f this study were to examine the impact of the educational use of short format podcasts before class and to investigate students’ responses to the short format podcasts regarding mathematics self efficacy and mathematical achievement. Data was collected fr om 128 students in 6 sections of Intermediate and College Algebra for two semesters through pre and post tests , questionnaires including the Mathematics Self Efficacy Scale , and semi structured interviews . The data were analyzed by the two subgroups regar ding students who do not watch the short format podcast lectures (NSPL) before class and students who watch the short format podcast lectures (SPL) before class, and intermediate low and intermediate high students. T he results of this study showed that s hort format podcasts before class were vital to enhancing intermediate students’ mathematics self efficacy and their achievemen t and an appropriate format on the preview section of the study cycle. In addition, this study contributed to theknowledge of st udent learning with technology and applications of short format podcasts before class in mathematics education.

Last orders for the lecture theatre? Exploring blended learning approaches and accessibility for full-time international students

This paper reflects on the emerging findings of a small-scale project which evaluated the use of podcast lectures in a Strategic Management module. The project is set in a context of improving access to learning for a diverse group of full-time on-campus international postgraduate students. It reports student perspectives on podcast lecture materials as a substitute to face-to-face lecturing. The paper concludes with reflections on the use of podcasts in the Business and Management curriculum within a shift from a didactic to a resource-based pedagogy.

How podcasts influence medical students' learning - a descriptive qualitative study

Background: Podcasting of lectures is increasingly used in higher education. It is popular with students as it provides a modern e-learning tool that reinforces learning and facilitates engagement with learning material. Podcasts have, however, not been used much in medical education in Africa. This article explores the influence podcasts have on how students in an African medical school approach their learning material. Methods: This is a descriptive qualitative study encompassing six focus group discussions with a total of 38 students from each of the six study years in the medical programme. Results: The feedback from the students called for continuous and extensive implementation. Themes identified included: a novel way to learn; complementing classroom learning; providing ease of mind (a safety net); and the influence of the lecturer on student learning. Students did not find that podcasts negatively influenced class attendance. Enthusiastic acceptance translated into active engagement with the learning material. Discussion: The way the students used the podcasts fits the active learning double tenet of student activity and student engagement in using a particular instructional method. The podcasts allowed the students to be more adventurous in their learning and changed the way they approached their learning. Situating the learning in the students’ context and within their control played an important role in this. Conclusion: Medical education in Africa is moving towards larger classes and increasingly decentralised clinical training. Podcasts of medical lectures in medical schools in Africa are an innovative and effective tool to enhance medical students’ learning.

Technology in graduate medical education: shifting the paradigm and advancing the field.

Technology in graduate medical education: shifting the paradigm and advancing the field.

The changing motivations of students’ use of lecture podcasts across a semester: an extended theory of planned behaviour approach

We extended the previous work of Moss, O’Connor and White, to include a measure of group norms within the theory of planned behaviour (TPB), to examine the influences on students’ decisions to use lecture podcasts as part of their learning. Participants (N = 90) completed the extended TPB predictors before semester began (Time 1) and mid-semester (Time 2) and reported on their podcast use at mid-semester (Time 2) and end of semester (Time 3). We found that attitudes and perceived social pressures were important in informing intentions at both time points. At Time 1, perceptions of control over performing the behaviour and, at Time 2, perceptions of whether podcast use was normative among fellow students (group norms) also predicted intended podcast use. Intentions to use podcasting predicted self-reported use at both Time 2 and Time 3. These results provide important applied information for educators to encourage student use of novel on-line educational tools.

The Effect of Podcast Lectures on Nursing Students' Knowledge Retention and Application

This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.

The influence of podcasting on student learning: a case study across two courses

There is a growing literature on the educational benefits of using podcasting of lectures in higher education, but to date little research that interrogates closely its impact on student learning. The present study investigated how students used lecture podcasts produced in two engineering courses at a South African university. The findings confirm much of the growing consensus in the literature. Firstly, a majority of students in the courses elected to use the podcasts. Secondly, the study notes that lecture attendance, in contexts where lectures are seen as beneficial, is not adversely affected. Thirdly, few students use podcasts in the mobile mode but most rather use them as an additional resource in their private study spaces. There is intense use in the build up to tests and examinations, and there is a particular benefit for students who are not first language speakers of the medium of instruction. This study also points to the existence of both deep and surface approaches to engaging with podcasts, with substantial evidence of many students using podcasts as a means towards better understanding.

The Effect of Podcast Lectures on Nursing Students’ Knowledge Retention and Application

The Effect of Podcast Lectures on Nursing Students’ Knowledge Retention and Application

Perceptions of Libyan Pharmacy Academics about the Importance of Social Pharmacy Subjects in the Current Pharmacy Undergraduate Curriculum

Perceptions of Libyan Pharmacy Academics about the Importance of Social Pharmacy Subjects in the Current Pharmacy Undergraduate Curriculum

A phenomenology of the podcast lecture

Mobile technology is an integral part of all areas of life today, including business, government and education. Through the use of mobile devices such as digital audio players, smartphones and tablet computers, students can access pre-recorded lectures immediately from their homes and schools or as they move between locations. Now that mobile lectures (or podcasts) are common, it is important that we study the experience of listening to them in order to discover how it is different from the experience of listening in a classroom or lecture hall. This phenomenological study uses Max van Manen’s four existentials of lived space, time, relationship with others and body as a guide to uncover some of the hidden dimensions of listening to podcast lectures. It reveals new insights and understandings that educators may want to consider as lectures move out of classrooms.

Podcasting in an Age of Austerity: A Way of Both Enhancing Student Learning and Reducing Staffing Costs?

Social work students are being educated during a time of major socio-economic change with the financial relationship between the university and society currently being reconfigured. This is occurring alongside a rapid expansion in the availability of technological mediums that offer the opportunity for alternative methods of teaching delivery. Moving towards technologically enhanced methods of teaching delivery may be sought as one way of improving student learning whilst reducing staffing costs in a time of financial austerity. Podcasting, for example, is becoming a more commonplace activity within higher educational institutions (HEIs) and used for a variety of different reasons, although the evaluation of using such methods of delivery and its impact on student learning is in its infancy. This paper outlines some of the current issues involved and begins to explore them via an evaluation of the use of podcast lectures on one social work programme. Current findings highlight the importance of appreciating the socio-emotional as well as the cognitive aspects of student learning. This study suggests that podcasts have potential benefit educationally but their use within HEIs needs to be appreciated within a broader context where contra-indicators for the use of such technology are also considered in relation to professional practice.