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

Walls, S. M., Kucsera, J. V., Walker, J. D., Acee, T. W., McVaugh, N. K., & Robinson, D. H.

(2010). Podcasting in education: Are students as ready and eager as we think they

are?. Computers & Education, 54(2), 371-378.


The authors of this article discuss the perceptions students have about using podcasting for educational purposes when it is used in each of the two forms: repetitive and supplemental. To better understand student perceptions of this medium, the authors used one upper-level college business course and one upper-level college education course for this study. The business course used podcasts as a supplement to the course lectures and the education course used them for repetition of course lectures. The results showed that at least a third of the students did not already own digital media players. This went against the original theory that most of the students would be familiar with and be able to easily access the media. The majority of students described their use of such technology for entertainment purposes only. Students learned to use the technology throughout the semester for educational purposes. Supplemental podcasting was found to be valuable to students who were in the business class, but all students found that the webcasts helped them to learn the course material better than if they only attended the in-class lectures. A secondary purpose was to discover if student attendance would be affected if students were given podcasts as an educational resource for the class. This study saw no negative effect on attendance which related to the use of podcasts in the courses.

This article presented some research in the literature review which described both the positive and negative effects using podcasting for educational purposes. The entire article was easy to read and the research was easy to follow. The purpose of this study was to compare the differences in attitudes students had when being provided podcasts in one of the two forms, either repetitive or supplemental. Since the only source of data was surveys, which required students to self-report, it was appropriate that the study focus on student attitudes rather than the educational impact the podcasts may have had on the students’ academic achievement.

This study can help facilitate understanding of how podcasts can be used in educational settings. By understanding the attitudes these college students had, educators can begin to understand the types of attitudes that may come about from their students as they consider implementing either repetitive or supplemental podcasts in their courses. Educational researchers can also use this article as a starting point to dig deeper into researching educational podcast usage and its effects on student attitudes and achievement.