Evaluation of Biomedical Science Students Use and Perceptions of Podcasting

Autor/inn/en	Smith, Katie; Morris, Neil P.
Titel	Evaluation of Biomedical Science Students Use and Perceptions of Podcasting
Quelle	In: Bioscience Education, 22 (2014) 1, S.3-15 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-7860
DOI	10.11120/beej.2014.00024
Schlagwörter	Medical Students; Biological Sciences; Multimedia Materials; Web 2.0 Technologies; Technology Uses in Education; Use Studies; Student Attitudes; Undergraduate Students; Lecture Method; Video Technology; Online Surveys; Blended Learning; Handheld Devices; Electronic Learning; Student Behavior; Study Habits; Feedback (Response); Instructional Effectiveness; Teaching Methods; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Abwasserbiologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Schülerverhalten; Student behaviour; Study behavior; Study behaviour; Studienverhalten; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Großbritannien
Abstract	The use of podcasting in higher education has escalated in recent years. The aim of this case study was to analyse undergraduate student use and perceptions of lecture audio recordings in the School of Biomedical Sciences at the University of Leeds. Students completed an online survey over a two-week period based on their use of lecture audio recordings in semester one of the 2011/2012 academic session (n = 131 responses). Of the podcasts available, 77% of students reported to have listened to at least 50% of recordings. The majority of students accessed podcasts using the virtual learning environment (91%) often in combination with either a media player (30%) or podcatching software (21%). Students usually listened to podcasts in private accommodation (83%) on a personal computer or laptop, with fewer listening whilst undertaking other activities e.g. walking (16%). Interestingly, 93% of respondents perceived podcasts to be important or very important to their studies, with 90% stating that concentration in lectures was improved as a result of access to podcasts. Furthermore, 73% of students indicated that the availability of podcasts did not influence lecture attendance. These data suggest that students make extensive use of lecture audio recordings, with a positive impact on study behaviour. (As Provided).
Anmerkungen	Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: beej@leeds.ac.uk; Web site: http://www.bioscience.heacademy.ac.uk/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10