Abstract
This paper reveals the learning benefits that podcasts (mp3 files) provide in higher education. The paper´s
epistemological basis draws on Dewey's pragmatism and thus learning and reflection theory, including the learning approach
employed at University College of Northern Denmark’s (UCN) 'Reflective Practice-based Learning' (RPL) programme.
Moreover, the epistemological basis of narrative theory is used for the description of podcasts as a learning medium. This
paper focusses on how podcasts can increase students' reflection skills in addition to their practice. The study is based on
two classes who attend an extended course in digital technologies at a Danish university of applied science. The study uses
integrated mixed-method data collection: observations, a quantitative survey, and semi-structured interviews. The
observations were gained through a period of seven full-day lectures in two different classes and provided insight into how
the students gained knowledge by listening to a podcast before attending class. The quantitative data consisted of a survey
of 38 students all of whom participated in the course. The survey was conducted as a part of the evaluation during the final
lecture of the course. The semi-structured interviews were chosen to investigate how the use of podcasts affects students'
reflection skills concerning their field of practice. Ten semi-structured interviews were conducted. The data in this study
reveals that podcasts/podcasting can have a positive effect as a learning supplement in higher education. Based on the
findings, there is evidence to recommend podcasts as a supplement to existing teaching in higher education and it is stressed
that the medium offers the potential to facilitate students' required prior understanding of the content of the course. The
study reveals that podcasts hold the potential to increase the students' reflective basis and that they enable students to
transfer their experiences to future practice. Based on this initial evidence, further research studies are suggested; for
instance, studies that include an extended population and different forms of higher education and levels.
epistemological basis draws on Dewey's pragmatism and thus learning and reflection theory, including the learning approach
employed at University College of Northern Denmark’s (UCN) 'Reflective Practice-based Learning' (RPL) programme.
Moreover, the epistemological basis of narrative theory is used for the description of podcasts as a learning medium. This
paper focusses on how podcasts can increase students' reflection skills in addition to their practice. The study is based on
two classes who attend an extended course in digital technologies at a Danish university of applied science. The study uses
integrated mixed-method data collection: observations, a quantitative survey, and semi-structured interviews. The
observations were gained through a period of seven full-day lectures in two different classes and provided insight into how
the students gained knowledge by listening to a podcast before attending class. The quantitative data consisted of a survey
of 38 students all of whom participated in the course. The survey was conducted as a part of the evaluation during the final
lecture of the course. The semi-structured interviews were chosen to investigate how the use of podcasts affects students'
reflection skills concerning their field of practice. Ten semi-structured interviews were conducted. The data in this study
reveals that podcasts/podcasting can have a positive effect as a learning supplement in higher education. Based on the
findings, there is evidence to recommend podcasts as a supplement to existing teaching in higher education and it is stressed
that the medium offers the potential to facilitate students' required prior understanding of the content of the course. The
study reveals that podcasts hold the potential to increase the students' reflective basis and that they enable students to
transfer their experiences to future practice. Based on this initial evidence, further research studies are suggested; for
instance, studies that include an extended population and different forms of higher education and levels.
| Bidragets oversatte titel | Potentialerne ved Podcasts som et medium for læring i højere uddannelser |
|---|---|
| Originalsprog | Engelsk |
| Tidsskrift | European Conference on e-Learning |
| Vol/bind | 2020 |
| Sider (fra-til) | 16-22 |
| Antal sider | 7 |
| ISSN | 2048-8637 |
| DOI | |
| Status | Udgivet - 19 okt. 2020 |
Emneord
- Læring, pædagogik og undervisning