The value of using short-format podcasts to enhance learning and teaching

Abstract

Australia. The trial investigates the value of using short-format podcasts to support assessment for postgraduate and undergraduate students. A multi-method approach is taken in investigating perceptions of the benefits of podcasting, incorporating surveys, focus groups and interviews. The results show that a majority of students believe they gained learning benefits from the podcasts and appreciated the flexibility of the medium to support their learning, and the lecturers felt the innovation helped diversify their pedagogical approach and support a diverse student population. Three primary conclusions are presented: (1) most students reject the mobile potential of podcasting in favour of their traditional study space at home; (2) what students and lecturers value about this podcasting design overlap; (3) the assessment-focussed, short-format podcast design may be considered a successful podcasting model. The paper finishes by identifying areas for future research on the effective use of podcasting in learning and teaching. Introduction The use of technology has the potential to revolutionise university learning and teach-ing (Selwyn 2007). In light of this potential, much research is undertaken into tech-nology and higher education. For example, researchers have been investigating the integration of technology into marketing curricula in marketing education (Clarke, Flaherty, and Mottner 2001; Ueltschy 2001) and the uses of software in educational psychology (Hadwin, Winne, and Nesbit 2005). A myriad of digital, electronic and mobile technological tools is available to lecturers, enabling them to enhance the learning experience. Mobile learning, focussing on the student experience, offers context-based, personal and informal aspects to higher education (Traxler 2008). The use of such technologies has increased over the years and students now have an expectation of technology use (JISC 2007). Portable, personal and situated technolo-gies have the potential to offer students and educators flexibility in how content is delivered and how communication occurs. Mobile learning, which utilises such