Audio/Video Podcast: Pros and Cons for Adult Learners.
As we have explored different technologies throughout the course, we now have experience in building a wiki, creating a podcast and finally, in blogging. There are a number of benefits to incorporating these tools into the learning environment for adult learners; it offers a convenient option to share and receive information, it is mobile device friendly allowing students to easily access information on the go, and when used correctly, can provide the most up to date information available. Luna and Cullen (2011) specifically discuss podcasts, and how integrating this into lesson plans can bring positive learning environments to adult learners. Specifically, “in early stages of review, podcasting … has been examined from student perceptions of utility, use, and receptiveness of the technology application. Student response to the use of podcasting has shown positive perceptions” (Luna & Cullen, 2011, p. 40). A group of medical students and Harvard Extension School students were surveyed on the usefulness of podcasting in adult learning activities; 57% of medical students and 45% of Harvard students expressed the usefulness of podcasting and expressed that podcasts were more effective than their books or notes when reviewing for an exam (Luna & Cullen, 2011). This study was conducted back in 2011; one can only imagine what those statistics would look like if the students were re-surveyed today. Other research findings indicate that the benefits of podcasting offer greater flexibility, a decrease in isolation for distance learners, increased student engagement and an overall enhanced learning experience (Luna & Cullen, 2011). King and Cox (2011) also discuss the enhanced learning opportunity podcasts allow for: referencing a different style of learning than what reading can offer. Podcasts can also be used for tutorials; my personal favorite is Khan Academy… which got me through some of my toughest sciences moments in my undergraduate degree.
As with many technologies, there are cons to consider with podcasting as well. Personally, it has been challenging learning new technologies and applying them to my learning. As an educator, one size does not fit all with my learners, so having the knowledge to appropriately assign different technologies can be time consuming and complicated. Luna and Cullen (2011) discuss research studies where the limited visual materials (in a podcast) for class discussions posed a negative impact for some students. Other research noted, “it is this technology’s reach [educational accessibility] that we claim is significant, not the technology itself” (Luna & Cullen, 2011, p. 41). For my readers: what do you think of this last quote? I found it quite interesting how it struck me to be so relevant, especially as a student in a distance learning program.
References
King, K. & Cox, T. (2011). The professor’s guide to taming technology. Charlotte, NC: Information Age Publishing. ISBN: 9781617353338 e-book ISBN: 9781617353352
Luna, G. & Cullen, D. (2011). Podcasting as complement to graduate teaching: Does it accommodate adult learning theories? International Journal of Teaching and Learning in Higher Education, 23(1), 40-47.
Sarajschoen, I really enjoyed reading your post. I can relate and expound upon the Luna & Cullen (2011) article that you referenced. I completed my medical school education in 2011. There was great debate during this time at my medical school about whether posting "podcasts" or audio recordings of the lectures would hinder our learning or enhance our learning. There was overarching belief from the faculty that podcasts would give students "an excuse" not to attend class, and they were worried that this would be a determent to our learning. Today, the same medical school streams videos of all its lectures! Podcasts DEFINITELY enhanced my learning.
ReplyDeleteKing and Cox (2011) discuss in Chapter 6 the uses of online asynchronous audio communication in higher education. I know that I used to listen to medical school podcasts while running/exercising, commuting to and from school, and often found myself falling asleep to them at night when I had become too tired to read anymore. I found that during that time in my life that podcasts were most useful in reviewing aspects of the material that didn't quite make sense (or that I had not had a chance to read and understand thoroughly yet). These habits, or the preference for learning by listening, have carried over into my own professional development today. I choose to listen to medical podcasts to stay current and complete continuing medical education on a wide-variety of topics. Thanks for sharing this perspective! I enjoyed your post.
Thank you for your post WBN. I haven't found any podcasts as of yet to count toward CPEUs in my profession, but I think it would be fantastic. Think about some of the journal articles that you can read to continue your education and answer questions about (at least that is how some of our CPEUs are set up as a RDN), and how it is easy to sometimes 'skim' the information for the answer. When you are listening to something, you have to actually LISTEN to it, so one could argue that it will further your comprehension and your learning.
DeleteWBN,
DeleteI use podcasts in much the same way for my own personal use. Apple Podcasts, Spotify and several other streaming services offer connectivity to a multitude of podcasts. I often try to find podcasts that delve slightly deeper into topics than the surface news, textbook or social media post will cover. These informal educational uses are for my own personal enjoyment (self-directed) and are very easy and fun to listen to. Your comment on using podcasts as both a content review and as continuing education are great ways to use podcasts to enhance learning. Having seen podcasts used in your profession as well as in your formal education, would you say the fear of not having the students show up to class if a teacher webcasts the lecture is founded? With all the online education options these days, what would be missed if the student only listened to/watched the lecture webcast?
I like the quote about the technology reach and not the technology. Personally, I am not a big fan of the podcast. I would prefer to have the information to read and not to listen to, but I know that not everyone agrees with me on this. However, I do like the podcast as another tool to reach the student. I may not like to listen (part of why I love online school to in-class school), but I like the idea of another piece of technology to help reach those that are opposite from me. If we can expand our classrooms enough to help everyone feel included we will be successful teachers because our students will have the tools to be successful learners, however they want to go about that.
ReplyDeleteKSU1MSM- I think you hit the nail on the head- it really is important to incorporate the different learning styles into the classroom so you can reach most students’ learning styles. Although I like listening to the podcast as a learner, I’m finding that I would have a harder time embracing that method as an instructor, due to my unfamiliarity with the ‘new-to-me’ technology. However, because there isn’t a one size fits all, I’ll need to overcome that to be most effective with my teaching.
DeleteI concur with Ksulmsn regarding podcasts. I would instead engage learning with print because I enjoy making my notes as I read. I find with the podcast. I need to start and stop the recording to jot down a note in the margins of the reading material. Perhaps podcasts will improve listening skills, but who has time to listen without multi-tasking. For me, that is my dilemma. I tend to do other things if I am listening to something and if I need to focus in on the content, it is difficult to sit idle and listen.
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