podcasting - a technology for everyone?
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Podcasting at CPUT – technology for everyone?Daniela GachagoCandice LivingstonEunice Ivala
What is podcasting?
Benefits of podcasting
• Students take more active role – explore / create podcasts on their own (e.g. Ng’ambi and Lombe, 2012:191)
• Different learning styles: learning through listening (e.g. Clark and Walsh, 2004:4, Scutter et al., 2010:181 and Dale, 2007:3)
• Access: wherever and whenever (e.g. Lee and Chan, 2007:207 and Ng’ambi and Lombe, 2012:191)
• Listening to archived lectures (e.g. Guertin, 2010:6)
Benefits ctd
• Alleviates anxiety (e.g. Chester et al., 2011:245)
• Improves reflection and engagement (e.g. Lee and Chan, 2007:216)
• Especially useful for ESL students (e.g. Ng’ambi and Lombe 2008)
Challenges and limitations of podcasting?
• Lecturer workload (e.g. Sloan, 2005, Menzies, 2005 and Blaisdell, 2005)
• Barrier for students or lecturers who are technically challenged (e.g. Moss, 2006) or available technical support (e.g. Chabolla and Leh, 2009: 126)
• Ability of receiver to decode messages (e.g. Heinich, 1982)
• Socio-economic barriers – access to equipment
• Decrease in student attendance (e.g. Chabolla and Leh, 2009: 126) although Lonn and Teasley (2009:91) found otherwise
• Shortcomings in the area of providing complex and/or detailed information that needs to be heavily processed, logically deconstructed, committed to memory, or otherwise requires a great deal of concentration (e.g. Chan and Lee, 2005:64)
Examples of use from our project
• Recording of lectures – later edited and made available on Blackboard: – Health Sciences, Education and Engineering
• Provision of introductions / summaries – Food Tech and Programming
• Feedback on group assignments– Accounting
Old hat?
Socially inclusive technologies?
a technology that does not exclude any learner, neither based on their gender, nor age, nor socioeconomic/racial background
Podcasting as socially inclusive technology?
Studies have been conducted in the arena of - Distance learning (Bolinger et al.,2010:718), - Economics (French and McDonald, 2008:7) and- Reading theatre (Vasinda and McLeod, 2011:495)- Students with disabilities or who need extra support (e.g.
Tapp, 2013:5)
which indicate that podcasting proves to be inclusive.
2012/2013 PODCASTING IN HE - STUDY
Context
• UoT in Western Cape• Merger of a variety of Technicons and Colleges• Lowest fees in the Western Cape• Large amount of ‘disadvantaged students’ or
Non-Traditional Students (first ones to University, ill prepared, mature, working, ESL)
The study
• RIFTAL funded• 2012/2013• 6 lecturers, 8 courses• 434 students• Survey (closed ended and open ended)
Course Title Abbreviation Level Focus Programme Faculty
Food Technology 1 FOOD Year 2 Theory N.D Food Technology AS
Accounting ACC Year 4 Theory BUS
Software Skills 1 SS Year 2 Practical NHC: Financial Information Systems
BUS
Communication Skills COMM Year 1 Theory/practical
ECP (Electrical Engineering) ENG
Cell Biology (2012) CELL12 Year 1 Theory BHSc Medical Laboratory Science
HW
Molecular Biology (2012) MOL Year 4 Theory BTECH HW
Molecular Biology (2013) CELL13 Year 4 Theory BTECH HW
English first additional language (2013)
EDU Year 1/2 Theory BED EDU
Course Title Abbreviation Level Class size Surveys completed
Response rate
Food Technology 1 FOOD Year 2 105 67 64%
Accounting ACC Year 4 45 FT(31 PT)
24 53%
Software Skills 1 SS Year 2 48 47 98%
Communication Skills COMM Year 1 84 12 14%
Cell Biology (2012) CELL12 Year 1 56 49 88%
Molecular Biology (2012) MOL Year 4 33 21 64%
Molecular Biology (2013) CELL13 Year 4 250 115 46%
English first additional language (2013)
EDU Year 1/2 120 99 83%
Total 434
Research questions
1. Access and use for differently positioned students
2. Models and perceived usefulness3. Benefits and challenges of podcasting
RQ1: USE AND ACCESS FOR DIFFERENTLY POSITIONED STUDENTS
Gender 2012 % 2013 % Total %
Female 140 66 178 88 318 77%
Male 71 44 24 12 95 23%
Total 211 202 413 100%
Age 2012 % 2013 % Total %
under 18 yrs 2 1 0 0 2 0%
18-23 yrs 4 2 125 61 129 31%
24-30 yrs 36 17 49 24 85 21%
over 30 yrs 166 80 32 16 198 48%
Total 208 206 414 100%
Home language 2012 % 2013 % Total %
isiXhosa 80 38 22 12 102 26%
English 43 20 20 11 63 16%
Afrikaans 31 15 117 66 148 38%
French 27 13 0 27 7%
Other African 25 12 19 11 44 11%
Other 4 2 0 4 1%
Total 210 178 388 100%
Use of podcasts
64%of students listened to podcasts
gender
home language
75% 24-30 years
Level of engagement (amount)
43%listened to all or most podcasts
gender
50% African homelanguage
84% 30+
Level of engagement (intensity)
47%listened three times or more
gender
60%African homelanguage
78% 30+
Access
80% Accessedon LMS gender
52% Off campusaccess
51% Listened from laptop
RQ2: PERCEPTION ON / IMPACT OF COURSE DESIGN
CELL/MOL COURSE
81%usedpodcasts
69%listened to all/most of podcasts
65%Listened to threeor more of podcasts
Is podcasting only useful for revision?
28% beforeexam
42% regular useduring semester
30% no specificpattern
Does podcasting encourage passive learning?
51%take notes
33% visitcourse notes/modules
22% do nothing
RQ3: BENEFITS AND CHALLENGES OF PODCASTING
Benefits of podcasting
60% Provision ofintro/summaries
56% Revision tool
59%Guidance in how to prepare for exams
Podcasts helped me…
65% stay focused
39% make good useof my time
64% structure weeklylearning activities
Podcasts …
62% Liked format
58% Were Enjoyable/motivational
60% Helped stimulate interest
when I listen to the podcasts it helps me to understand the work, it unconfuses me(female, 18-23, Afrikaans)
Help me catch up for the days was feeling sleepy at class and the days I was not present at class(female, 18-23, African language)
I could access them anytime, if the lecture went by too quick I could always go back. The fact that it feels like I'm in class again …(female, 24-30, African language)
I liked the fact that in class it is not easy to stop the lecturer and ask her to repeat stuff for me but on podcasts I could stop, pause, rewind, fast forward anytime I wanted to. (female, 18-23, African language)
I understand it better than normal speech(female, 18-23, Afrikaans)
it is really like you are in the same room with the lecturer(female, 18-23)
Reminded of being in the lecture. Triggered my memory of what was said before It helped me as i am audio learner (female, 18-23, English)
Its like you are still in class. I also go back and relate to it. I wish I had used it since the start of the first term (female, 18-23, African language)
Taught me how to manage time regarding school work and how to be time conscious(female, 18-23, African language)
Podcasts for ESL students?
37% said podcastsare particularly usefulfor ESL students
75% of African home languagespeakers
Reasons for Non-Use?
47% No relevance
25% Lack of knowledge
17% Technical difficulties
11% Lack of time
I don’t find it interesting. I prefer sitting in a class listening to a lector, and be able to ask questions. Podcasts are more like a one way thing to me. (female, 18-23, Afrikaans)
what could be improved in the podcasts that i have listened to is that the teacher could ask for more student participation because right now all we hear is just our teachers point of view and no student input. (female, 24-30, Afrikaans)
if they do the podcasts ,they can put in visuals to make it easier to remember what’s been said. instead of just listening who can also see the work and then you will remember better (female, 18-23, Afrikaans)
Limits of podcasting
Podcast makes it easy for students to stay away from class. They simply listen to the podcast and get all the information we get in class. (female, 18-23, Afrikaans)
Discussion and conclusions• Definition of emerging technologies:
context-based (Veletsianos 2010)
• High amount of disadvantaged students / proliferance of African home language and resulting challenges with academic preparedness
• Call for basic / inclusive adoption of technology – Low threshold applications (Gilbert, TLT group), socially inclusive technology
• Particular focus on female, mature and African home language speakers (Non-traditional students)
I wish all subjects had podcasts especially theory subjects. We want More!!! (male, 18-23, African home language)
Conclusions• Most important: timely upload of
podcasts• Cater for different learning styles
(auditive, visual, textual)• Content heavy modules• Learning beyond the classroom /
improved student engagement• Not a ‘totally mobile’ technology –
used in usual study context, quiet, ability to take notes
• Allowing for cognitive strategies synonymous for self-regulated learning
• Performativity or style of lecturing important
The podcasts are a very good motivational way of studying, they are understandable and just awesome. I love them (female, English, 18-23)
ANY QUESTIONS?
References
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