7. Podcasting in higher education // Impact of podcasting on students
Impact of podcasting on students
Scores
Attitudes
Attendance
11
15
4
6
4
4
Kay (2012)
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8. Podcasting in higher education // Podcasting & foreign languages
Impact of podcasting on students in language courses
“
In spite of the scepticism which surrounds the
academic effectiveness of podcasting in learning,
language learning has been identified as one of the
disciplines most likely to benefit from podcasting’s
integration and use (Evans, 2008; Kukulska-Hulme &
”
Shield, 2008; Walls et al., 2010).
| 8 |
9. Podcasting in higher education // A different approach (Roland, 2012)
“
What is the impact of
podcasting on student
Technocentric
”
learning ? User seen as passive
| 9 |
10. Podcasting in higher education // A different approach (Roland, 2012)
“
Why and how do
u s e r s i nte g r ate
User seen as active
Meaningful approach
podcasting in their Systemic approach
teaching / learning Study of reciprocal "
”
practices ? influence
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12. Methodology // 3 case studies
“Podcast self- “CLIL course”
“CLIL conference”
Industrial Economics & Faculty of Applied Sciences!
study course” Strategy!
WHY ?
1200 students! WHY ?
First CLIL First conference
course in
WHY ?
in English!
Self-study course!
English! Exam questions about
Little motivation! the conference!
HOW ?
9 grammar modules! HOW ?
Recorded lecture! HOW ?
Recorded lecture!
(sound, slideshow! (sound & slideshow)!
4 “capsules” per & video)!
module!
Other resources!
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13. Methodology // 3 case studies
“Podcast self- “CLIL course”
“CLIL conference”
Industrial Economics & Faculty of Applied Sciences!
study course” Strategy!
1153
167
213
STUDENTS
STUDENTS
STUDENTS
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16. Results & Discussion // Do students use the podcasts ?
DO STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
Yes
Yes 23%
36% Yes
45%
No
55%
No
64% No
77%
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17. Results & Discussion // Do students use the podcasts ?
DO STUDENTS USE THE PODCASTS ? For “Physique des technologies de
l’information” (N = 154)
For recorded lectures (N = 1198) No
2%
No
38%
Yes
62%
Yes
98%
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18. Results & Discussion // Why do/don’t students use the podcasts ?
WHY DO/DON’T STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
No Not useful / Fluent
39.83% No Not useful 82.6% No Not useful 49.7%
in English
Not enough time 40% Not enough time 44.17%
I did not know
29.74%
where to find them Fluent in English
11.66%
Not enough time 23.93%
Yes Revise grammar
55.83% Yes Review comprehension
54.6% Yes Study
44.9%
Out of curiosity
34.05% Complete notes
49.3% Complete notes
24.48%
Make up the
Learn grammar
32.20% Make up a lesson
46.6% Conference
10.2%
Deepen grammar
28.83% “I didn’t understand
10.2%
the lecture”
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19. Results & Discussion // When do students use the podcasts ?
WHEN DO STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course”
70
70
60,3
60
60
50,7
50
50
40
40
35,6
30
30
30
20
20
13,7
9,8
10
10
0
0
During the semester
During the revision During both periods
During the semester
During the revision During both periods
period
period
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20. Results & Discussion // How do students use the podcasts ?
HOW DO STUDENTS USE THE PODCASTS ? (NUMBER PODCASTS VIEWED)
“Podcast self-study course” “CLIL course”
45! 35!
40
40! 30
30! 28
35! 25
25!
30!
24
25!
20
20!
17
20!
16 15!
15!
10!
10!
5! 5!
0!
0!
1! 2 to 4! 5 to 8 ! 9!
1! 2 to 4! 5 to 8 ! > 8!
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21. Results & Discussion // How do students use the podcasts ?
HOW DO STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
Mainly using theoretical It’s mostly students who have
podcasts (about tenses & verb 3 profiles
difficulties that are using podcasts
forms)
But also explanatory podcasts
THE 3 PROFILES REAPPROPRIATE
59% view various parts of the
(that analyse examples) podcast
THE COURSE MATERIAL.
One student out of two followed
the procedure 41% view the entire podcast
They want more exercises
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22. Results & Discussion // How students use the podcasts ?
WHAT DO STUDENTS THINK ABOUT THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
For For
55.8% studied more
regularly 86.3% podcasts have take
helped them to 80.9% podcasts have
helped them to
better notes understand the
For lecture better
72.8% are more
motivated to 82.2% podcasts reduce For
study with the
the stress of taking
notes
37.8% the podcasts
were necessary
podcasts given their level
94.4% want podcasts in
other courses
of English
73.7% believe that their
level of English
has improved
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24. Conclusion //
THE USE OF PODCASTING IS
NOT
a technological
question
BUT A PEDAGOGICAL
QUESTION
3 examples in our case studies…
| 24 |
25. Conclusion //
Kadiyala &
Crynes (2000)
“
Our review provides convincing evidence that
information technology can enhance learning
when the pedagogy is sound, and where there
is a good match of technology, techniques
”
and objectives.
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26. Conclusion //
NECESSITY FOR A SYSTEMIC APPROACH
FOCUS ON TEACHERS & STUDENTS
| 26 |
27. THANK YOU FOR YOUR ATTENTION
niroland@ulb.ac.be
http://podcast.ulb.ac.be
http://www.niroland.be
@nicolasroland
28. Bibliography //
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education.
Computers & Education, 50(2), 491–498.
Kay, R. H. (2012). Exploring the use of video podcasts in education : A comprehensive review of the literature,
Computers in Human Behavior, 28(3), 820-831.!
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: from content delivery to
supported collaboration and interaction. ReCALL, 20(03), 271–289.
Roland, N. (2012). Intégrer le podcasting à l’université : pourquoi ? Comment ? Pour quels résultats ? Dans Bélair, L.
(Ed.) Actes du 27e Congrès de l’Association internationale de pédagogie universitaire (AIPU). Trois-Rivières:
Université du Québec à Trois-Rivières, pp. 301-308.!
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.
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