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

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Publisher's URL: http://dx.doi.org/10.1080/03098265.2011.641171

Abstract

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.

Item Type:Article
Uncontrolled Keywords:ICT, video podcasts, flexible learning spaces, social constructivism, dialogic feedback
Faculty/Department:Faculty of Environment and Technology > Department of Geography and Environmental Management
ID Code:15880
Deposited By: Dr J. Hill
Deposited On:01 Nov 2011 14:37
Last Modified:23 Nov 2014 07:41

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