Integrating Podcast Technology Effectively into Student Learning

A Reflexive Examination

Datos Bibliográficos

ID11955152
AutoresJennifer Hill (0000-0002-0682-783X, University of the West of England, autor de correspondencia), Amanda Nelson (0000-0001-7919-2196), Derek France (0000-0001-6874-6800, University of Chester), Wendy Woodland (University of the West of England)
Año2012
Volumen36
Número3
Páginas437-454
Fecha de publicación2012-01-23
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Geography in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0309-8265 • E-ISSN: 1466-1845
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098265.2011.641171
OpenAlexW2026803449
IdiomaEN
Citas recibidas5
Referencias citadas35

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

Educational technology · Focus group · Higher education · Mathematics education · Medical education · Multimedia · Pedagogy · Perception · Recall · Resource (disambiguation · Social constructivism · Sociology · Computer Science · Innovations in Educational Methods · Medicine · Psychology · Radio, Podcasts, and Digital Media · Reflective Practices in Education