Are Students Really Listening?
Kathy Robinson, Alanah Kazlauskas, Australian Catholic University, Australia
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Lecture recordings are not new. However, advances in technology have increased their availability. Despite lecture podcasts being included in the learning environment little research has been done into how, or if, students listen to podcasts and whether they do improve learning. This investigation examined podcast use by 721 undergraduate Nursing and Business students. Although students stated that they wanted podcasts, access rates were low. The highest uptake was in the week when podcasts were introduced. However, once the novelty value wore off, students returned to their previous study behaviours. Students who did not access podcasts made extensive use of lecture and tutorial notes on the Learning Management System, indicating that, rather than laziness or inability to use the technology, the non-use of podcasts was a choice. Students stated that lecture podcasts were boring and did not represent an efficient or necessary use of their limited study time.
Robinson, K. & Kazlauskas, A. (2011). Are Students Really Listening?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2805-2810). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)