Replacing Lecture with Podcasts: Effects on Student Achievement
Blanche O'Bannon, Jennifer Lubke, The University of Tennessee, United States
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examined achievement when podcasts were used in place of lecture in the core technology course required for all students seeking teacher licensure at a large research-intensive university in the Southeastern United States. Further, it examined the listening preferences of the podcast group and the barriers to podcast use. The results revealed that there was no significant difference in the achievement of preservice teachers who experienced podcast instruction versus those who received lecture instruction. Participants preferred to use a computer and Blackboard for downloading the podcasts, which they primarily listened to at home. They agreed that the podcasts were easy to use but disagreed that they should be used to replace lecture. Barriers to podcast use include unfamiliarity with podcasts, technical problems in accessing and downloading podcasts, and not seeing the relevance of podcasts to their learning.
O'Bannon, B. & Lubke, J. (2011). Replacing Lecture with Podcasts: Effects on Student Achievement. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1143-1151). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)