Integrating podcast technology effectively into student learning: A reflexive examination
Hill, J., Nelson, A., France, D. and Woodland, W. (2012) Integrating podcast technology effectively into student learning: A reflexive examination. Journal of Geography in Higher Education, 36 (3). pp. 437-454. ISSN 0309-8265 Available from: http://eprints.uwe.ac.uk/15880
Full text not available from this repository
Publisher's URL: http://dx.doi.org/10.1080/03098265.2011.641171
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.
Total Document DownloadsMore statistics for this item...