Using Podcasts to Replace Lecture: Effects on Student Achievement
Blanche O'Bannon, Jennifer Lubke, Jeff Beard, Ginny Britt, The University Of Tennessee, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study examined achievement when podcasts were used in place of lecture in the core technology course required for all students seeking teacher licensure at a large research-intensive university in the southeast United States. Further, it examined the listening preferences of the podcast group and the barriers to podcast use. The results revealed there was no significant difference in the achievement of pre-service teachers who experienced podcast instruction versus those who received lecture instruction. Further there was no significant difference in their study habits. Participants preferred to use a computer and Blackboard for downloading the podcasts that they primarily listened to from home. They tended to like the podcasts as well as the length of the podcasts and felt that they were somewhat effective for learning. They agreed that the podcasts were easy to use but disagreed that they should be used to replace lecture. Barriers to podcast use included access issues, perceived quality of the recordings, time commitment and difference in learning styles.
O'Bannon, B., Lubke, J., Beard, J. & Britt, G. (2011). Using Podcasts to Replace Lecture: Effects on Student Achievement. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2616-2623). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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