Literature Review – Podcasts

Just wrapping up the section on podcasts and posting it here for your enjoyment. Again, these are long posts so no references are provides. If you would like a reference post a comment here and I will gladly post the resource for you.

Podcasts

Podcasting, as broadcasting technology reaches audiences through syndicated files ready to download on users computers (Beldarrain, 2006). Uses for podcasting range from personal entertainment to corporate message delivery. This subsection defines and describes podcasts as a collaborative learning technology. Discussion includes uses for podcasts in educational environments, workplace learning, and the appeal of this technology to Millennial generations members. Finally, the subsection concludes with identification of research relating to podcasts and the existing gap in analyzing application in workplace learning environments.

Definition and Descriptions

Podcasts are digital multimedia files, usually audio or video in nature, delivered to listeners through Internet technologies (Crawford, 2007; Stoten, 2007). Files are developed by producers and sent to audience members via really simple syndication or RSS feed, creating a push method for delivering content (Beldarrain, 2006; Stoten). Users can listen or watch these files through personal computers, workstation computers, or portable media playing devices (Beldarrain). Because podcast files are associated with syndication programming code, regular updates are sent to subscribers without the users searching out and downloading the file (Stoten).

Podcasts became popular in June 2005 when Apple released a version of a popular media playing software called iTunes with podcasts as part of the available library (Huntsberger & Stavitsky, 2007). The iTunes software release enabled users, for the first time, to easily subscribe to and create syndicated podcasting files (Huntsberger & Stavitsky). Madden (2006) states that 12% of all Internet users have downloaded a podcast as some time. From the total Internet user population, 14% of Internet users ages 18 to 29 have downloaded a podcast compared to 12% of Internet users ages 30 to 49 (Madden, 2006).

Uses in Education

Teachers are experimenting with podcasting technology to deliver lectures and other materials to students (Huntsberger & Stavitsky, 2007). New instructional medias, like podcasting, give educators the ability to enhance learning by blending podcasts with classroom activities (Crawford, 2007). Podcasts bring class materials and activities to a wider audience in a more immediate and interactive manner than face-to-face learning (Vogele & Gard, 2006). The role of podcasts in education is growing and evolving.

Educational philosophy demonstrates that learner comprehension is lower when one modality is used alone versus a higher comprehension when more modalities are used in instruction (French, 2006). Podcasting adds to the learning modalities available and provides the opportunity for learners to comprehend more of the materials and information conveyed during classroom activities (French). When audio-only podcasting is combined with video technology visual cues, common to communication, are enhanced increasing student comprehension (Crawford, 2007). Jensen (2007) agrees that podcasting increases the opportunities for students to learn; especially with students struggling to comprehend information conveyed in traditional modalities. Students regardless of difficulties comprehending and recalling class information can benefit from the use of podcasting (Jensen, 2007).

Huntsberger and Stavtisky (2007) studied a college professor’s use of podcasting to enhance class activities; the study concluded that students widely accepted the technology as beneficial to their individual learning. Each student in the class was provided the hardware and software to use the podcasting enhancement; 81.3% of students listened to all podcasts completely compared to only 10.2% that did not listen due to personal choice or technical difficulties (Huntsberger & Stavitsky, 2007). The timing of student listening is also important; 90.8% of students in this class listened during normal study time and 29.7% of students reported also listening during non-education activities (i.e.: working out) (Huntsberger & Stavitsky). Podcasting enables students to learn materials at convenient times that fit individual life schedules (Stoten, 2007).

In a practical sense, podcasting serves to enhance or replace traditional classrooms (Huntsberger & Stavitsky, 2007). In terms of alternative assessment, students can work together on class projects and develop a podcast report to the class and teacher (Warlick, 2005). This enhancement of assessment enables educators to engage students with innovative technology. Additionally, podcasting enables schooling organizations to cut educational spending, in the long term, after initial investments in training and technology; serving a practical purpose of reaching students with lower cost (Stoten, 2007).

Uses in Workplace Learning

Workplace learning often requires employees to receive, create, and collaborate around information during specific times and in physical locations (i.e.: instructor-led classroom training) (Beldarrain, 2006). Podcasting meets the needs for conveying information to employees but at times and locations more convenient for the learners (Beldarrain). Podcasting reaches learning audiences more directly and in a more personal manner that is both immediate and interactive (Vogele & Gard, 2006). Further, podcasting allows training to reach a wider audience thus enhancing the learning community (Beldarrain). Engaging learners at a distance and using podcasting technology creates more meaningful instruction (Beldarrain).

Implementation of podcasting in organizations is both cost-effective (Bahr, 2006) and enables a consistent message (Stoten, 2007) to reach a wider audience (Bahr). Messages sent via podcast can include training content, organizational news, project updates, and special events (Vogele & Gard, 2006). As a training tool, podcasts, are easy to implement, versatile, and, when properly planned, support job tasks thus enhancing the organizational learning environment (Crawford, 2007). Because podcasts can be used via portable media playing devices training podcasts enable learners to review job-related information as often as needed to fully comprehend or recall the correct information (Stoten). Conveniently, podcasts enable learners to stop and start content when it is required or convenient for the individual (Stoten). These activities are enhanced when podcasts are used for just-in-time training delivery via syndicated programming code offering convenient, cost-effective, quick, and content-rich training that is consistent for all learners (Stoten).

Appeal to Millennials

Podcasting, as a learning device, appeals to common characteristics associated with Millennial generation members’ preferences, behaviors, and attitudes. Specifically, podcasts meet the needs for independence, innovation, immediacy, interactivity, and connectivity (Tapscott, 1998; Skiba & Barton, 2006). The appeal of podcasts to Millennials establishes the possibility of including podcasts in corporate learning environments.

As an emerging technology, podcasts combine new software and hardware combinations to reach a wider audience looking for customizable and portable media delivery (Beldarrain, 2006) appealing to the need for innovation from Millennial generation members (Tapscott, 1998). Podcasts give learners the ability to start and stop episodes, control listening schedules, and more control over media use (Beldarrain; French, 2006; Crawford, 2007) coinciding with Millennials need for independence (Tapscott) and interactivity (Skiba & Barton, 2006). Additionally, podcasts are delivered through computer programming technology that pushes files directly to subscribed learners as soon as the episode is completed and published (Vogele & Gard, 2006) meeting the Millennial need for immediacy. The information contained in the podcasts are enjoyed by a wider audience and can make learners feel connected to a large community of like-minded individuals (Beldarrain) helping Millennials meet the need for connectivity to a larger world (Skiba & Barton). Podcasts become portable when used with portable media playing devices or conveniently stored on personal computers enabling listeners to learn while performing other tasks either related or unrelated (French) giving Millennials the ability to meet their need for interactivity (Skiba & Barton).

Need for Further Research

Beldarrain (2006) suggests that podcasting is becoming a popular technology for learning buts cautions that more research is needed to accurately determine the impact of this technological innovation on learning. French (2006) agrees with the call for more research adding that there is still no measurement on the impact of using podcasting on quality of learning. The potential exists for podcasts to change education and learning but there are no direct studies on learner performance (Jensen, 2007; Huntsberger & Stavitsky, 2007). Related to the need for more research on podcasting and learner performance is quantitative study on learner engagement and learner interactivity (Huntsberger & Stavitsky).

The ease of content creation and the potential for positive results makes podcasting a popular tool for organizations to adopt but there is still no quantitative evidence supporting the positive impact on performance (Vogele & Gard, 2006). Bahr (2006) claims that podcasts enhance return on investment measurements for corporations in terms of reaching a wider audience and quality of contact with audience members; however no numeric evidence is offered supporting this claim. Qualitative and circumstantial evidence suggests that training operations will adopt podcasts into curriculum which impacts facilitation and student learning but literature does not exist to determine the nature of that impact (Beldarrain, 2006).

 

 

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