Week 6- a podcasting research (2)

Copley, J. (2007) Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-399.

Another article about podcasting/ podcasts I have read recently is Copley’s research. Copley (2007) produced audio and video podcasts for undergraduate students to deliver lecture materials. The research results showed the majority of students had positive attitude towards the use of podcasts. The most commonly use of podcast materials was revision/preparation for assessment, to enable note-taking at own pace, to review on missed lectures and to have a completed record for own interest. The author also suggested that podcasts are particularly useful to students with specific learning needs, such as international students or anyone who may require more time for note-taking and learning.

Podcast materials can be easily downloaded and played on learners’ PCs or mobile devices, such as portable media players, portable digital music players, PDAs, and mobile phones. Hence, many researchers argue podcasts can serve as one form of mobile learning. However, in Copley’s (2007) research, the finding revealed that more than 80 percent of students prefer downloading and playing audio and video podcasts on a PC rather than using them in a mobile learning environment The implementation of the educational podcasting did not support mobile learning as the expectation.

However, the results were not surprising me. Most of podcasts only contain audio content. Unlike traditional materials where learners could still rely on pictures or graphics to support in understanding, audio podcasts reply solely on the audio voice of the recorder to transmit knowledge. If learners want to have an effective learning, they need to focus on one thing at one time. It should be difficult for learners to do multitasks and complete effective and efficient learning activities simultaneously. Also, if the podcast language is not the native language of the learners, the learning effect may be greatly reduced, unless the podcast content is intended for language learning.

Podcasting increased the flexibility in learning, but for better learning outcome by using podcasting to support mobile learning, it still challenges instructors and instructional designers.
I think audio podcasts should design and contain uncomplex, repetitive, but not boring content. Also, providing some questions in podcasts for learner to reflect and evaluate their understanding is a possible useful approach to enhance learning. Reflection does not require too much reference at hand and does not require learners to remember new information. This allows learners to take control of learning content and enables learning to take place at the learner's convenience.