Evaluation of the use of educational podcasts as a collaborative learning tool taking into consideration participation in its creation

Josué Artiles-Rodríguez; Mónica Guerra-Santana; María Victoria  Aguiar-Perera; Luis Mazorra-Aguiar

doi:10.30827/relieve.v30i1.27474

Authors

Josué Artiles-Rodríguez University of Las Palmas de Gran Canaria https://orcid.org/0000-0002-2492-2486
Mónica Guerra-Santana University of Las Palmas de Gran Canaria https://orcid.org/0000-0003-3011-276X
María Victoria Aguiar-Perera University of Las Palmas de Gran Canaria https://orcid.org/0000-0003-0017-9058
Luis Mazorra-Aguiar University of Las Palmas de Gran Canaria https://orcid.org/0000-0002-9746-7461

DOI:

https://doi.org/10.30827/relieve.v30i1.27474

Keywords:

podcasts, collaborative learning, usability, university students, assessment, design

Abstract

This paper analyses the result of applying podcasts as a teaching-learning tool for university students. Using a quantitative methodology, with a descriptive and correlational design, Levene's inferential t-test for equality of variances was used to compare two groups of students to assess if there are differences regarding the academic, design, usability and learning variables, in order to verify the differences between students creating the contents and those only listening to the end result. A sample of 461 students was used in this research, distributed in two groups. In the first group, the teaching staff oversaw preparing and carrying out the dynamics of the podcast. In the second group, the students collaboratively created the podcast. To analyse the differences between the two groups, the Educational Innovation Questionnaire (CINNE) was applied, based on the Podcast Evaluation Questionnaire, QAEP (Alarcón and Blanca, 2020), and the SUS Scale (Brooke, 2013). The results indicate significant differences (99.95% CI 99.95%) between the groups in the usability and design dimensions. No gender differences were found. In conclusion, this research paper has confirmed the effectiveness of using podcasts as a didactic strategy, in particular regarding its accessibility, use, and design by students.

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Author Biographies

Josué Artiles-Rodríguez, University of Las Palmas de Gran Canaria

Lecturer in the University of Las Palmas de Gran Canaria. Doctor in Psychopedagogy (2014). Graduate in Psychopedagogy (2007). Professor since the 2010-2011 academic year teaching in the Degree in Social Education, Primary Education, Psychopedagogy, in the Master in Mediation and Family Intervention and the Master in Teacher Training. He belongs to the International Observatory of the Teaching Profession (OBIP). He is also a member of the Edugedesis Excellence Innovation Group: e_learning and methodological innovation of the ULPGC (2014). Since 2017 he has been a researcher in the recognized research group G9: History, Economy and Society of the ULPGC.

Author contribution: (JAR) • Conceptualization • Formal analysis • Research • Methodology • Project administration • Resources • Supervision • Writing – original draft • Writing – review and editing.

Competing of interests: JAR expresses that there are no conflicts of interest when writing the paper.

Mónica Guerra-Santana, University of Las Palmas de Gran Canaria

Lecturer in the University of Las Palmas de Gran Canaria. Doctor in Psychopedagogy (2014). Graduate in Psychopedagogy (2007). Professor since the 2010-2011 academic year teaching in the Degree in Social Education, Primary Education, Psychopedagogy, in the Master in Mediation and Family Intervention and the Master in Teacher Training. He belongs to the International Observatory of the Teaching Profession (OBIP). He is also a member of the Edugedesis Excellence Innovation Group: e_learning and methodological innovation of the ULPGC (2014). Since 2017 he has been a researcher in the recognized research group G9: History, Economy and Society of the ULPGC.

Author contribution: (JAR) • Conceptualization • Formal analysis • Research • Methodology • Project administration • Resources • Supervision • Writing – original draft • Writing – review and editing.

Competing of interests: JAR expresses that there are no conflicts of interest when writing the paper.

María Victoria Aguiar-Perera, University of Las Palmas de Gran Canaria

Senior Lecturer in the University of Las Palmas de Gran Canaria. She has a degree in Philosophy and Educational Sciences and a PhD in Psychopedagogy (2001). She has taught at the Faculty of Education, in the Degree of Social Education, Early Childhood Education, Psychopedagogy, in the Master of Teacher Training, in the courses for Over 25 years. She belongs to the International Observatory of the Teaching Profession (OBIP). She is also a member of the Edugedesis Excellence Innovation Group: e_learning and methodological innovation of the ULPGC (2009). Since 2017 she has been a researcher in the recognized research group G9: History, Economy and Society of the ULPGC.

Author contribution: (MVAP) • Research • Methodology • Resources • Validation • Writing - original draft.

Competing of interests: MVAP expresses that there are no conflicts of interest when writing the paper.

Luis Mazorra-Aguiar, University of Las Palmas de Gran Canaria

Senior Lecturer in the University of Las Palmas de Gran Canaria. Industrial Engineer (2006) and Doctorate in Industrial Technology (2016) from the ULPGC. He has taught at the School of Industrial and Civil Engineers, in the Degree in Electrical Engineering, in Industrial Organization Engineering, in Naval Technology and in the Master of Industrial Engineering. He belongs to the IUSIANI research group of the ULPGC (2015) and to the “TASK 16 OF THE PHOTOVOLTAIC POWER SYSTEMS PROGRAMME” of the International Energy Agency (IEA). He has carried out research stays in the field of renewable energy studies at the University of Reunion (FRA) and at the Center for Energy, Environmental and Technological Research (CIEMAT). He is also a member of the Edugedesis Excellence Innovation Group: e_learning and methodological innovation of the ULPGC.

Author contribution: (LMA) • Formal analysis • Investigation • Resources • Validation • Writing - original draft.

Competing of interests: LMA expresses that there are no conflicts of interest when writing the paper.

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