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Listen and learn: A systematic review of the evidence that podcasting supports learning in higher education PROCEEDINGS

, Australian Catholic University, Australia ; , Charles Sturt University, Australia

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


Among the raft of social software tools that accompany the Web.20 revolution, podcasting technology has the potential to support learning in a range of settings and across
multiple disciplines. This paper outlines innovative uses and applications of podcasting, with a particular focus on the higher education sector. In particular, the paper focuses on enhancing learning by using the technology not to merely deliver lecture content to learners, but to enable greater learner self-regulation. Examples are provided where learners have both control and agency in creating and distributing audio content of their own. Pedagogical applications that enable active learning through audio learning are discussed, with an emphasis on the use of the technology to
facilitate the creation of learner-generated content that supports self-directed learning.


McLoughlin, C. & Lee, M.J.W. (2007). Listen and learn: A systematic review of the evidence that podcasting supports learning in higher education. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1669-1677). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from .


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Cited By

  1. Are Students Really Listening?

    Kathy Robinson & Alanah Kazlauskas, Australian Catholic University, Australia

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2805–2810

  2. A Case Study of Podcasting as Self-Regulation in a Hybrid Language Learning Context

    Li-Wei Peng, Bowling Green State University, United States; Cheun-Yeong Lee, Defense Language Institute, Taiwan

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3121–3127

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