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Educational design of short, audio-only podcasts: The teacher and student experience
ARTICLE

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Australasian Journal of Educational Technology Volume 26, Number 3, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: re-framed podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); complementary podcasts that added extra information to enhance the student learning experience; andsupplementary podcasts that re-design and broadcast content previously presented in class.

Citation

Taylor, L., Clark, S. & Clark, S. (2010). Educational design of short, audio-only podcasts: The teacher and student experience. Australasian Journal of Educational Technology, 26(3),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved November 13, 2019 from .

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