{"id":242,"date":"2020-06-07T20:06:13","date_gmt":"2020-06-08T00:06:13","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0029\/?p=242"},"modified":"2020-06-07T20:09:44","modified_gmt":"2020-06-08T00:09:44","slug":"specific-critical-issue-continuing-research","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0029\/specific-critical-issue-continuing-research\/","title":{"rendered":"Specific Critical Issue – Continuing Research"},"content":{"rendered":"

As stated in my last blog post, the critical issue I have chosen is how podcasts affect student learning when assigned as a \u2018primer\u2019 for lectures (i.e. primer podcasts). \u00a0<\/span>Like\u00a0my teammates, I was drawn to\u00a0<\/span>the\u00a0<\/span>accessibility\u00a0of this\u00a0<\/span>technology and its promise as a blended learning tool.<\/p>\n

Literature<\/strong><\/p>\n

A more detailed literature review has unearthed many relevant resources, though few that reference primer podcasts. \u00a0 To date, the most relevant study continues to that by\u00a0Popova, Kirschner, and Joiner (2013), who investigated the effect of primer podcasts on stimulating learning in the eyes of students. \u00a0By\u00a0<\/span>contrast, research on the use of podcasts in blended learning applications has been plentiful and enlightening. \u00a0Many outline the benefits of podcast use, such as accessibility for both learners and content producers (Brookes, M. 2010, as well as the risks, such as learner and instructor dependency (Goldman, 2018).<\/p>\n

Can podcasts compete?<\/strong><\/p>\n

One of my concerns when exploring podcasts as a blended learning tool was that they would deliver substandard results when compared with other more sophisticated tools like MOOCs. \u00a0However, many studies convincingly contend that learning modality is unimportant so long as learning design is strong (Thalheimer, 2018). \u00a0So, it is critical that podcasts are part of a learning toolkit that incorporates learning methods that are not common – or in some cases, not possible – in podcasts alone, such as spaced repetition and realistic practice. \u00a0That said, podcasts are often rich with real-world context, which is an oft-cited component of effective learning design\u00a0(Thalheimer, 2018)<\/p>\n

How have you incorporated podcasts in your toolkit? I would love to hear about your experiences.<\/p>\n

 <\/p>\n

References<\/p>\n

Bauder, D., & Ender, K. (2016). Using Multimedia Solutions for Accessing the Curriculum Through a UDL Lens. 1134\u20131139. https:\/\/www.learntechlib.org\/primary\/p\/173088\/<\/p>\n

Berlanger, Y. (2005) Duke university iPod first year experience final evaluation \u00a0\u00a0 http:\/\/cit.duke.edu\/pdf\/reports\/ipod_initiative_04_05.pdf<\/p>\n

Brookes, M. (2010). An evaluation of the impact of formative feedback podcasts on the student learning experience. Journal of Hospitality, Leisure, Sport & Tourism Education (Oxford Brookes University), 9(1), 53\u201364. https:\/\/doi-org.libresources2.sait.ab.ca\/10.3794\/johlste.91.238<\/p>\n

Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in Education: Student Attitudes, Behaviour and Self-Efficacy. Journal of Educational Technology & Society, 14(2), 236\u2013247.<\/p>\n

Edirisingha, P., & Salmon, G. (2007). Pedagogical models for podcasts in higher education. figshare. Conference contribution. https:\/\/hdl.handle.net\/2381\/405<\/p>\n

Fang, W. (2019, December 24). Why Do People Listen to Podcasts in 2020? Retrieved from https:\/\/www.listennotes.com\/podcast-academy\/why-do-people-listen-to-podcasts-in-2020-5\/<\/p>\n

Goldman, T. (2018). The impact of podcasts in education.\u00a0 Santa Clara University. Advanced Writing: Pop Culture Intersections, 29. Available at: https:\/\/scholarcommons.scu.edu\/engl_176\/29?utm_source=scholarcommons.scu.edu\/engl_176\/29&utm_medium=PDF&utm_campaign=PDFCoverPages<\/p>\n

Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57(3), 333-357. http:\/\/sttechnology.pbworks.com\/f\/Hew_(2008)_Use%2520of%2520Audio%2520Podcast%2520in%2520K-12%2520and%2520Higher%2520Education.pdf<\/p>\n

McLoughlin, C., & Lee, M. (2007). Listen and learn: A systematic review of the evidence that podcasting supports learning in higher education. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Use of audio podcast in K-12 and higher education 355 123 Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 1669\u20131677). Chesapeake, VA: AACE<\/p>\n

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.<\/p>\n

Parson, V., Reddy, P., Wood, J., & Senior, C. (2009) Educating an iPod generation: undergraduate attitudes, experiences and understanding of vodcast and podcast use, Learning, Media and Technology, 34:3, 215-228, DOI: 10.1080\/17439880903141497<\/p>\n

Popova, A., Kirschner, P. A., & Joiner, R. (2014). Effects of primer podcasts on stimulating learning from lectures: how do students engage?\u00a0British Journal of Educational Technology,\u00a045(2), 330\u2013339.<\/p>\n

Pratt, S. (2019, January 30). 13 Predictions for Podcasting in 2019. Retrieved from https:\/\/blog.pacific-content.com\/13-predictions-for-podcasting-in-2019-d52e7ed536ed<\/p>\n

Thalheimer, W. (2017). Does elearning work? What the scientific research says! Available at http:\/\/www.work-learning.com\/catalog.html<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

As stated in my last blog post, the critical issue I have chosen is how podcasts affect student learning when assigned as a \u2018primer\u2019 for lectures (i.e. primer podcasts). \u00a0Like\u00a0my teammates, I was drawn to\u00a0the\u00a0accessibility\u00a0of this\u00a0technology and its promise as a blended learning tool. Literature A more detailed literature review has unearthed many relevant resources, … <\/p>\n

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