This paper examines undergraduate student perceptions of the learning utility of video podcasts. The perceived and actual effectiveness of the technology was assessed by written questionnaire, focus groups and assessment results. The podcasts were perceived as effective in supporting
learning, largely by offering a flexible and visual learning experience. They were also viewed as a useful resource for revision and assessment, stimulating factual recall. There were no significant differences, however, between examination grades from cohorts prior to and post-adoption of
podcasts. There is a need to unite the technology with reflective discussion and critical application in a social constructivist framework.
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flexible learning spaces;
Document Type: Research Article
Department of Geography and Environmental Management,University of the West of England, UK
Quality Assurance Agency for Higher Education, UK
Department of Geography and Development Studies,University of Chester, UK
Publication date: 2012-08-01
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