Integrating Podcast Technology Effectively into Student Learning: A Reflexive Examination

Hill, Jennifer; Nelson, Amanda; France, Derek; Woodland, Wendy

Abstract

This paper examines undergraduate student perceptions of the learning utility of video podcasts. The perceived and actual effectiveness of the technology was assessed by written questionnaire, focus groups and assessment results. The podcasts were perceived as effective in supporting learning, largely by offering a flexible and visual learning experience. They were also viewed as a useful resource for revision and assessment, stimulating factual recall. There were no significant differences, however, between examination grades from cohorts prior to and post-adoption of podcasts. There is a need to unite the technology with reflective discussion and critical application in a social constructivist framework. © 2012 Copyright Taylor and Francis Group, LLC.

Citation

Hill, J., Nelson, A., France, D., & Woodland, W. (2012). Integrating Podcast Technology Effectively into Student Learning: A Reflexive Examination. Journal of Geography in Higher Education, 36(3), 437-454. https://doi.org/10.1080/03098265.2011.641171

• Journal Article Type: Article
• Publication Date: Aug 1, 2012
• Journal: Journal of Geography in Higher Education
• Print ISSN: 0309-8265
• Electronic ISSN: 1466-1845
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 36
• Issue: 3
• Pages: 437-454
• DOI: https://doi.org/10.1080/03098265.2011.641171
• Keywords: ICT, video podcasts, flexible learning spaces, social constructivism, dialogic feedback
• Public URL: https://uwe-repository.worktribe.com/output/950340
• Publisher URL: http://dx.doi.org/10.1080/03098265.2011.641171