In
reading the article “Use of audio podcast in K-12 and higher education: A
review of research topics and methodologies” I found that most podcasts are
relegated to instructors delivering lecture and/or supplementary materials to
students allowing them the latitude to study on their own time as well as to
replay pertinent information to ensure understanding about a range of topics.
Concerns relating to students’ failure to attend classes due to the podcast’s
availability are generally unfounded, since students typically prefer
face-to-face interaction with their professors.
Most
barriers to podcast use included student unfamiliarity with the format,
technical issues arising from downloading, and more importantly, the loss of
relevancy in student learning. Teachers
and/or instructors found difficulties involving unfamiliarity with podcasts,
finding relevancy in their subject matter being taught, and often, a lack of
time to prepare the podcast for broadcast in a timely manner. These were
referred to as “first-order” and “second-order” barriers. (Hew, 2008) Another barrier to learning is that podcasts
are audio-driven technologies. In some cases, vodcasts (video-driven
technologies) might better enhance learning in the student.
The
reading suggested that a hugely valuable experience is to let students create
their own podcast to establish the relevancy of their particular issue
themselves. Students generally have a positive attitude towards the use of
podcast and the ability to replay important information is of value to anyone
trying to grasp a difficult concept.
No comments:
Post a Comment