Podcasting in education: Are students as ready and eager as we think they are?

  • Authors:

  • Stephen M. Walls;John V. Kucsera;Joshua D. Walker;Taylor W. Acee;Nate K. McVaugh;Daniel H. Robinson

  • Affiliations:

  • Department of Educational Psychology, The University of Texas at Austin, United States;Department of Educational Psychology, The University of Texas at Austin, United States;Department of Educational Psychology, The University of Texas at Austin, United States;Department of Curriculum and Instruction, Texas State University - San Marcos, United States;Department of Educational Psychology, The University of Texas at Austin, United States;Department of Educational Psychology, The University of Texas at Austin, United States

  • Venue:
  • Computers & Education
  • Year:
  • 2010

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Abstract

Instructors in higher education are disseminating instructional content via podcasting, as many rally behind the technology's potential benefits. Others have expressed concern about the risks of deleterious effects that might accompany the adoption of podcasting, such as lower class attendance. Yet, relatively few studies have investigated students' perceptions of podcasting for educational purposes, especially in relation to different podcasting forms: repetitive and supplemental. The present study explored students' readiness and attitudes towards these two forms of podcasting to provide fundamental information for future researchers and educators. The results indicated that students may not be as ready or eager to use podcasting for repetitive or supplemental educational purposes as much as we think they are, but they could be persuaded.