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Integrating Podcast Technology Effectively into Student Learning: A Reflexive Examination
ARTICLE

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Journal of Geography in Higher Education Volume 36, Number 3, ISSN 0309-8265

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. (Contains 4 figures and 5 tables.)

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. Retrieved February 26, 2020 from .

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