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

Lucy Taylor | Zendy; Steve Clark | Zendy

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

Author(s) -

Lucy Taylor,

Steve Clark

Publication year - 2010

Publication title -

australasian journal of educational technology

Language(s) - English

Resource type - Journals

eISSN - 1449-5554

pISSN - 1449-3098

DOI - 10.14742/ajet.1082

Subject(s) - class (philosophy) , focus group , interview , exploratory research , mathematics education , qualitative research , audio equipment , psychology , qualitative property , content analysis , pedagogy , multimedia , medical education , computer science , medicine , sociology , engineering , social science , artificial intelligence , machine learning , anthropology , electrical engineering

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; and supplementary podcasts that re-design and broadcast content previously presented in class.

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