Smith, K and Morris, NP (2014) Evaluation of biomedical science students use and perceptions of podcasting. Bioscience Education Electronic Journal. ISSN 1479-7860
Abstract
The use of podcasting in higher education has escalated in recent years. The aim of this case study was to analyse undergraduate student use and perceptions of lecture audio recordings in the School of Biomedical Sciences at the University of Leeds. Students completed an online survey over a two-week period based on their use of lecture audio recordings in semester one of the 2011/2012 academic session (n = 131 responses). Of the podcasts available, 77% of students reported to have listened to at least 50% of recordings. The majority of students accessed podcasts using the virtual learning environment (91%) often in combination with either a media player (30%) or podcatching software (21%). Students usually listened to podcasts in private accommodation (83%) on a personal computer or laptop, with fewer listening whilst undertaking other activities e.g. walking (16%). Interestingly, 93% of respondents perceived podcasts to be important or very important to their studies, with 90% stating that concentration in lectures was improved as a result of access to podcasts. Furthermore, 73% of students indicated that the availability of podcasts did not influence lecture attendance. These data suggest that students make extensive use of lecture audio recordings, with a positive impact on study behaviour.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Keywords: | Blended learning; Higher education; Mobile learning; Podcast |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 12 Mar 2014 10:35 |
Last Modified: | 15 Sep 2014 01:50 |
Published Version: | http://dx.doi.org/10.11120/beej.2014.00024 |
Status: | Published |
Publisher: | Higher Education Academy |
Identification Number: | 10.11120/beej.2014.00024 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:78010 |