Integrating Podcast Technology Effectively into Student Learning

A Reflexive Examination

Dados Bibliográficos

ID11955152
AutoresJennifer Hill (0000-0002-0682-783X, University of the West of England, autor correspondente), Amanda Nelson (0000-0001-7919-2196), Derek France (0000-0001-6874-6800, University of Chester), Wendy Woodland (University of the West of England)
Ano2012
Volume36
Fascículo3
Páginas437-454
Data de publicação2012-01-23
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Geography in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0309-8265 • E-ISSN: 1466-1845
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098265.2011.641171
OpenAlexW2026803449
IdiomaEN
Citações recebidas5
Referências 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