Educational design of short, audio-only podcasts: The teacher and student experience

Authors

  • Lucy Taylor The University of Sydney
  • Steve Clark The Royal College of Pathologists of Australasia

DOI:

https://doi.org/10.14742/ajet.1082

Abstract

This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: re-framed podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); complementary podcasts that added extra information to enhance the student learning experience; andsupplementary podcasts that re-design and broadcast content previously presented in class.

 

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Author Biographies

Lucy Taylor, The University of Sydney

Acting Research and Quality Manager, Office of Learning and Teaching in Economics and Business (OLTEB), Faculty of Economics and Business, The University of Sydney

Steve Clark, The Royal College of Pathologists of Australasia

Educational Designer, The Royal College of Pathologists of Australasia

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Published

2010-05-16

How to Cite

Taylor, L., & Clark, S. (2010). Educational design of short, audio-only podcasts: The teacher and student experience. Australasian Journal of Educational Technology, 26(3). https://doi.org/10.14742/ajet.1082

Issue

Vol. 26 No. 3 (2010): Australasian Journal of Educational Technology

Section

Articles

License

Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

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