Authentic podcasting: a creative approach to engaging journalism students in theory

Abstract

The use of podcasts as a strategy to foster university student engagement has gained considerable momentum in recent years. This article details a teaching innovation project that incorporated creative podcasting into theoretical courses across three years of a Journalism degree courses often perceived as less engaging or disconnected from students’ future professional practice. Grounded in the principles of authentic learning, a teaching pathway has been implemented that replace traditional academic assignments with student-produced podcasts, thereby bridging theoretical concepts with the practical dimensions of journalistic work. Student feedback was gathered through a survey and a focus group. The data indicate widespread satisfaction with the podcasting project, particularly in terms of motivation, as it increased interest in the courses, stimulated self-directed learning, and fostered a sense of professional growth among students. Progress in mastering theoretical content, although modest, was also positive. While the article underscores the significant complementary benefits of creative podcasting, it also highlights the need for additional strategies to enhance student engagement in theoretical subjects within highly experiential, practice-oriented degree programs.