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Do Podcasts and Screencasts Enable or Hinder Independent Learning?

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Title: Do Podcasts and Screencasts Enable or Hinder Independent Learning?
Language: English
Authors: Hurford, Donna, Read, Andrew
Source: Practitioner Research in Higher Education. 2011 5(1):30-38.
Availability: University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Peer Reviewed: Y
Page Count: 9
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Independent Study, Web 2.0 Technologies, Multimedia Materials, Preservice Teachers, Preservice Teacher Education, Feedback (Response), Student Satisfaction, Instructional Material Evaluation, Educational Technology, Technology Uses in Education, Foreign Countries
Geographic Terms: United Kingdom
ISSN: 1755-1382
Abstract: Bespoke podcasts and screencasts were introduced to initial teacher training students to offer flexible support for specific assignments and aspects of classroom practice. However, tutors were concerned that these resources offered prescriptive guidance rather than encouraging more critical engagement. Feedback on the resources, collected from students using a variety of data collection methods, is analysed and discussed with reference to the findings from relevant research to clarify whether student responses to the resources reflect tutor concerns. Some students valued the bespoke nature of the tutor-designed online resources; for some, engagement with the online resources led to further critical engagement with their learning. The need to collect more diverse student responses is discussed, with a practical suggestion for improving the reliability of the study's findings. The study is relevant to course designers interested in exploring strategies, in particular the use of technology, to deepen student engagement.
Abstractor: As Provided
Number of References: 24
Entry Date: 2017
Accession Number: EJ1130565
Database: ERIC
FullText Text:
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  Data: Do Podcasts and Screencasts Enable or Hinder Independent Learning?
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  Data: University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
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  Data: <searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Web+2%2E0+Technologies%22">Web 2.0 Technologies</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Material+Evaluation%22">Instructional Material Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: Bespoke podcasts and screencasts were introduced to initial teacher training students to offer flexible support for specific assignments and aspects of classroom practice. However, tutors were concerned that these resources offered prescriptive guidance rather than encouraging more critical engagement. Feedback on the resources, collected from students using a variety of data collection methods, is analysed and discussed with reference to the findings from relevant research to clarify whether student responses to the resources reflect tutor concerns. Some students valued the bespoke nature of the tutor-designed online resources; for some, engagement with the online resources led to further critical engagement with their learning. The need to collect more diverse student responses is discussed, with a practical suggestion for improving the reliability of the study's findings. The study is relevant to course designers interested in exploring strategies, in particular the use of technology, to deepen student engagement.
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        PageCount: 9
        StartPage: 30
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      – SubjectFull: Independent Study
        Type: general
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      – SubjectFull: Multimedia Materials
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Instructional Material Evaluation
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      – SubjectFull: Foreign Countries
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