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Analysis of the use of podcasts to enhance student learning in a visual dependent course
Author(s) -
DeVeau Katie,
DeVaul Nicole,
PajooheshGanji Ahdeah
Publication year - 2021
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2021.35.s1.05155
Subject(s) - course (navigation) , mathematics education , computer science , psychology , medical education , medicine , engineering , aerospace engineering
Background Interest in podcasting as a learning tool has increased amongst educators in light of the push to online/virtual learning. Studies investigating the efficacy of podcasting have had mixed results and varying parameters. As the use of podcasting for educational purposes is still in its infancy, standards for best practices are underdeveloped. One of the most commonly cited drawbacks of podcasts is the lack of student participation in the podcast production. Here we develop a podcast exam review created directly from student inquiries. We believe that providing a podcast that answers student inquiries directly will improve student engagement, increase short‐term retention, and allow the efficacy of podcasting after one episode to be assessed. Methods Students enrolled in histology and neuroanatomy were asked to submit questions for each podcast exam review one week prior to the exam. The podcast narrators answered the student inquiries during each podcast episode. On each exam, questions related to content covered in the podcasts were tagged as podcast‐multiple choice (P‐MCQs) or podcast‐short answer (SA‐Ps). Questions relating to content only reviewed in class were labeled as class‐MCQs (C‐MCQs) or class short answer (SA‐C). With each exam, students were asked to complete a survey relating to their utilization of the podcast. Based on self‐reported usage, consenting students were divided into two groups, podcast users (PUs) and non‐users (NPUs). Results from one exam were excluded as all of the students who completed the survey also listened to the podcast. At the end of Fall semester, a follow‐up survey about the utility of the podcast was sent to the students. Results Performances on the P‐MCQs or SA‐Ps between PUs and NPUs were not significantly different (p=0.6). During the Neuroanatomy course, PUs tended to score higher on SA‐Ps but this was not significant (p=0.53). Based on student comments, we extrapolated three themes: length, helpful, and engaging. Many students wished the podcasts were longer. Podcast listeners found it helpful to hear concepts repeated or described from a different perspective. Students also commented that they would listen to the podcast and draw or take notes to link to other concepts. Conclusion Overall, there was not a significant difference in performance on tagged MCQs or SAs between students who listened to or did not listen to the podcast, which was contradictory to our hypothesis but not unexpected based on adult learning theories. We did reveal that single episodes of podcasts are perceived to be beneficial based on student comments, which should help inform best‐practices for educational podcasting. Student comments also suggested that they were linking various course concepts, which we believe is significant benefit of podcasting. Due to the extreme circumstances of the previous year, we were unable to obtain sufficient student feedback or responses post‐semester. In the future, we believe that longer podcasts, that go beyond the questions posted by the students, can be created and still perceived as useful based on themes derived from student comments.