Complementary Podcasted and Face-to-face Lectures: Students’ Preferences and Their Perceived Future Value
Michael-Brian Ogawa, University of Hawaii at Manoa, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Podcasting has been a part of higher education since 2004, when Duke University issued iPods to more than 1600 new undergraduate students (Belanger, 2005). In many higher education institutions, podcasting has been used to deliver or supplement course lecture content. In many cases, researchers found podcasting to be useful due to its flexibility and ability to review content multiple times. This article aims to determine if podcasted lectures are preferred to face-to-face lectures when both are taught by the same instructor with complementary course content. The findings indicated that students had a slight preference for the face-to-face lecture over the podcasted lecture. However, students also saw the future value of podcasts and in general did not want the university to stop using podcasts in courses. Multiple themes emerged supporting the students’ perceptions about podcasting.
Ogawa, M.B. (2009). Complementary Podcasted and Face-to-face Lectures: Students’ Preferences and Their Perceived Future Value. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 427-432). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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