🤓A recent review of research works based on podcasting in higher education, especially college and university education, has found that even though there is a is limited evidence of the impact of podcasting on learning, but students and educators find podcasting to be a unique way to engage with content.
The review, carried out by 👉researchers from College of Communication & Education, California State University and School of Education, University of New South Wales, Sydney, New South Wales, Australia✨ examined a total of 17 studies based on the three principles of 🤖Universal Design for Learning (UDL)👁 and found that podcasting can be used as a tool to promote UDL in higher education.
🔥UDL is a revolutionary approach to teaching and learning that aims to create inclusive and accessible learning environments for all students. Unlike traditional education methods that focus on a one-size-fits-all approach, UDL recognizes the diverse learning styles and needs of students and adapts accordingly🙂.
🤓The UDL framework is built upon three core principles:
👉Multiple Means of Engagement
This principle emphasizes the importance of providing a variety of ways for students to engage with learning materials and activities. This could include offering visual, auditory, and kinesthetic learning experiences to cater to different learning preferences.
👉Multiple Means of Representation
This principle focuses on providing multiple ways for students to access and understand information. This could involve using a variety of instructional methods, such as lectures, presentations, videos, and interactive simulations, to cater to different learning styles.
👉Multiple Means of Action and Expression
This principle emphasizes the importance of providing a variety of ways for students to demonstrate their knowledge and skills. This could include offering different modes of assessment, such as written exams, presentations, projects, and portfolios.
By incorporating 👌UDL principles into instruction, educators can create learning environments that are accessible to all students, regardless of their individual strengths, weaknesses, or learning styles. This approach not only enhances accessibility for students with disabilities and those learning the English language but also benefits all students by providing a more diverse and engaging learning experience.
The 🎯goal of UDL is to provide all students with equal opportunities to learn and succeed. By providing multiple ways for students to access and engage with course content, demonstrate their knowledge, and receive feedback, UDL ensures that all students have the support they need to reach their full potential.
What are some of the key findings of the systematic review on podcasting in higher education?
According to this study there is limited evidence of the impact of podcasting on learning, but students and educators find podcasting to be a unique way to engage with content. The review examined a total of 17 studies based on the three principles of Universal Design for Learning (UDL) and found that podcasting can be used as a tool to promote UDL in higher education.
How can podcasting be used as a tool to promote Universal Design for Learning in higher education?
UDL can provide students with options for engagement, representation, and expression, which are the three principles of UDL . For example, podcasting can provide students with different ways to engage with course content, such as listening to lectures or discussions on their own time, which can be especially helpful for students with disabilities or other challenges that make it difficult to attend classes in person.
Additionally, podcasting can provide students with different ways to represent their knowledge, such as through audio recordings or podcasts, which can be especially helpful for students who struggle with traditional written assignments
Are there any specific recommendations or best practices for incorporating podcasting into higher education curriculum?
The systematic review did not provide specific recommendations or best practices for incorporating podcasting into higher education curriculum. However, some of the studies included in the review suggested that podcasting can be most effective when it is structured within the lecture and required by the instructor.
Other studies suggested that podcasting may be best used to extend, enrich, or enhance knowledge, rather than as a primary tool for mastery of content.
Therefore, it may be beneficial for educators to consider how podcasting can be used in conjunction with other teaching methods to provide students with a variety of learning opportunities and to enhance their overall learning experience.
How are educators utilizing audio podcasting for university teaching in relation to the principles of Universal Design for Learning
The review found that educators are utilizing audio podcasting for university teaching in ways that align with the principles of UDL . Specifically, podcasting is seen as a strategy that is well-aligned with all three principles of UDL, providing students with options for engagement, representation, and expression.
For example, podcasting can provide students with different ways to engage with course content, such as listening to lectures or discussions on their own time, which can be especially helpful for students with disabilities or other challenges that make it difficult to attend classes in person.
Additionally, podcasting can provide students with different ways to represent their knowledge, such as through audio recordings or podcasts, which can be especially helpful for students who struggle with traditional written assignments.
😎Qualitative Studies
Qualitative studies have explored the benefits and challenges of incorporating podcasting into the classroom.
Bolden and Nahachewsky’s (2015) study found that podcasting allowed students to connect personal experiences with new concepts, fostering meaningful learning. Forbes and Khoo (2015) similarly discovered that students valued podcasting as an effective learning tool, particularly for reflection and synthesis of ideas.
Kemp et al. (2012) evaluated the use of podcasting as a summative assessment tool, highlighting its ability to enhance communication, collaboration, and engagement among students. Powell and Robson (2014) further explored the pedagogical benefits of podcasting, noting its potential to promote knowledge acquisition, research skills, and self-learning.
Khechine et al. (2013) examined the advantages and disadvantages of podcasting as a vehicle for information dissemination. While they identified positive impacts on understanding, exam preparation, and attention, they also acknowledged potential challenges such as absenteeism and technological issues.
Lee et al. (2008) investigated the role of podcasting in preparing students for technology courses. Their findings suggested that podcasting encouraged discourse, problem-solving, and collaborative inquiry, extending students’ knowledge beyond the classroom.
🧐Quantitative Studies
Quantitative studies have provided further evidence supporting the efficacy of podcasting in education. Gachago et al. (2016) examined podcasting as an inclusive technology for vulnerable student populations. Their survey results indicated that podcasting promoted deeper learning and was particularly beneficial for non-native speaking students.
Pegrum et al. (2015) explored the use of student-generated podcasting to enhance retention and assessment of academic concepts. Their findings revealed that students who created podcasts demonstrated a more thorough understanding of concepts and scored higher on exams compared to their non-podcasting peers.
White et al. (2011) investigated student perceptions of podcasting as a learning resource. Their study found that students generally appreciated podcasts for their focused and concise organization of information, and that 15–20-minute episodes were most effective.
Abate (2013) compared the impact of podcasting to traditional face-to-face instruction. While assessment data suggested podcasting was best suited for reinforcing content, students reported favorable perceptions of podcasting regarding knowledge retention.
Luna and Cullen (2011) explored the impacts of podcasting on students’ perceptions of learning. Their study found that 75% of students reported podcasts were helpful in clarifying their understanding of concepts.
Bamanger and Alhassan (2015) examined the use of podcasting as a supplement to lectures. Their findings indicated that students who supplemented lectures with podcasts scored higher on assessments than those who engaged in lectures only.
Muller and Wergin (2014) investigated the impact of supplementary podcasting on student assessment data compared to traditional teaching methods. Their study found that students assigned to the podcast group had a higher pass rate on multiple-choice and essay questions than their peers in the control group.
🏆What are the impacts of using audio podcasting in university teaching and learning?
🎨The systematic review found that the impacts of using audio podcasting in university teaching and learning are generally positive. An overwhelming majority of studies reported favorable student perceptions of podcasting as a learning tool, with students reporting positively on both the advantages of podcasting and how podcasting supported or increased their knowledge or aided in memory.
✨Additionally, a limited number of studies supported the efficacy of podcasting as a teaching, learning, or assessment tool. However, the review also notes that more research is needed to examine the efficacy of podcasting on learning. Overall, podcasting provides a unique way for educators and students to engage with content, and measures of social validity suggest that students are amenable to podcasting as both an instructional and assessment tool.
Authors
Jamie Gunderson : College of Communication & Education, California State University Chico, Chico, California, USA
Therese Cumming : School of Education, University of New South Wales, Sydney, New South Wales, Australia
Read the research paper here
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