Educational podcasts: some early evidence and thoughts

To investigate, using a non-specialist accounting module, when and where students use podcasts, analyse student views on their educational value and explore some of the potential barriers to their introduction. The paper uses a student questionnaire and usage statistics collected from the ‘Blackboard’ online tracking facility and draws on secondary research from a number of studies from the UK and USA to compare evidence from early adopters (Copley, 2007; Edirisingha and Salmon, 2007; Evans, 2008; Lane, 2006; Newnham and Miller, 2007; Shim et al. 2007). We found that students believe their learning experience is improved by podcasts and there is convincing evidence of their use as an additional learning tool; particularly for revision. As with other studies (Copley, 2007; Evans, 2008; Lane, 2006) there is little evidence of mobile learning or for a desire among students to abandon traditional teaching practices. We conclude that educators should consider using podcasts as an additional method to engage with students but should be aware that this resource may be primarily used during the revision period. Education policy makers should note that staff may be reluctant to introduce another method of communicating with students