Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit

Pegrum, Mark, Bartle, Emma and Longnecker, Nancy (2014) Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit. British Journal of Educational Technology, Early View 1-11. doi:10.1111/bjet.12133

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Author Pegrum, Mark
Bartle, Emma
Longnecker, Nancy
Title Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit
Journal name British Journal of Educational Technology   Check publisher's open access policy
ISSN 0007-1013
1467-8535
Publication date 2014-01-08
Year available 2014
Sub-type Article (original research)
DOI 10.1111/bjet.12133
Volume Early View
Start page 1
End page 11
Total pages 11
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell Publishing
Language eng
Formatted abstract
This paper examines the effect of a podcasting task on the examination performance of several hundred first-year chemistry undergraduate students. Educational researchers have established that a deep approach to learning that promotes active understanding of meaning can lead to better student outcomes, higher grades and superior retention of knowledge over time. We attempted to promote such an approach by setting a task that involved student collaboration, contextualisation of content, and communication through new media, specifically creative podcasting.

Examination results were used as a source of empirical evidence of changes in understanding and retention that occurred for students who completed this task. In comparing results across 2 years on similar questions related to the podcasting topics, we found a statistically significant improvement after introduction of the podcasting task on the questions related to one of the topics on which students had actively created their own podcasts (“acids & bases”), but not on the other (“oxidisation and reduction”). Improved learning outcomes in the form of better understanding and retention over time in at least one case suggest that under some circumstances creative podcasting may indeed help to promote a deep learning approach.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Article first published online: 8 JAN 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Medicine Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 6 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 7 times in Scopus Article | Citations
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Created: Sat, 11 Jan 2014, 00:42:46 EST by Dr Emma Bartle on behalf of School of Medicine