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

Authors

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.

Downloads

Download data is not yet available.

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.

References

Acosta Mejía, D., Velandia Sacristán, D. R., y Martínez Álvarez, F. F. (2022). Dos enfoques de la motivación del aprendizaje. Revista Cubana de Educación Superior, 41(1).

Alarcón, R., & Blanca, M. J. (2020). Development and Psychometric Properties of the Questionnaire for Assessing Educational Podcasts (QAEP). Frontiers in Psychology, (11), 1-9. https://doi.org/10.3389/fpsyg.2020.579454

Almendingen, K., Torbjørnsen, A., Sparboe-Nilsen, B., Kvarme, L. G., & Saltyte Benth, J. (2021). Small group student-produced podcasts were favoured as assignment tool for large-scale interprofessional learning: An exploratory study among health, social care, and teacher education program. Frontiers in Education, 6, 365-375. https://doi.org/10.3389/feduc.2021.622716

Andrade, R. F., y Páez Paredes, M. (2021). El podcast como herramienta de retroalimentación en la evaluación de actividades virtuales. Mendive. Revista de Educación, 19(1), 16-29.

Ausín, V., Abella, V., Delgado, V., y Hortigüela, D. (2016). Aprendizaje basado en proyectos a través de las TIC: Una experiencia de innovación docente desde las aulas universitarias. Formación universitaria, 9(3), 31-38. http://dx.doi.org/10.4067/S0718-50062016000300005

Brehm, W. (2022). Podcasting and Education: Reflections on the Case of FreshEd. ECNU Review of Education, 0(0), 1-8. https://doi.org/10.1177/20965311221094860

Brooke, J. (2013). SUS: a retrospective. Journal of usability studies, 8(2), 29-40

Cammeo, C., Prestera, G., Massaro, D., Marchetti, A., & Cavallini, F. (2022). Teaching clinical reasoning to psychology students: an exploratory study on the potential of a podcast training. Journal of Clinical & Developmental Psychology. online, 1-15. https://doi.org/10.13129/2612-4033/0110-3394

Campbell, G. (2005). Podcasting in education. EDUCAUSE, 5, 33-44.

Chadha, M., Avila, A., & Gil de Zúñiga, H. (2012). Listening in: Building a profile of podcast users and analyzing their political participation. Journal of Information Technology & Politics, 9(4), 388-401. http://doi.org/10.1080/19331681.2012.717481

Chan-Olmsted, S., & Wang, R. (2022). Understanding podcast users: Consumption motives and behaviors. New media & society, 24(3), 684-704. https://doi.org/10.1177/1461444820963776

Cosimini, M. J., Cho, D., Liley, F., & Espinoza, J. (2017). Podcasting in medical education: how long should an educational podcast be?. Journal of graduate medical education, 9(3), 388-389. https://doi.org/10.4300/JGME-D-17-00015.1

Evans, C. (2008). La efectividad del m-learning en forma de lecturas de revisión de podcasts en la educación superior. Informática y Educación, 50(2), 491–498. https://doi.org/10.1016/j.compedu.2007.09.016

Fox, M., McHugh, S., Thomas, D., Kiefel-Johnson, F., & Joseph, B. (2021). Bringing together podcasting, social work field education and learning about practice with Aboriginal peoples and communities. Social Work Education, 40, 1-17. https://doi.org/10.1080/02615479.2021.1972963

Fronek, P., Boddy, J., Chenoweth, L., & Clark, J. (2016). A report on the use of open access podcasting in the promotion of social work. Australian Social Work, 69(1), 105–114. https://doi.org/10.1080/0312407X.2014.991338

Galán Camacho, F. (2018). Aplicaciones del Podcast en el aula de ELE. UAH.

García Hernández, C., Ruiz Fernández, J., Herrán Alonso, M., y Gallinar Cañedo, D. (2022). Podcast para el aprendizaje y la difusión de los Fundamentos de la Geografía. Cuadernos Geográficos, 61(1), 168-188. https://doi.org/10.30827/cuadgeo.v61i1.18491

Gil, C y Ortega-Quevedo, V (2022). El uso de podcast como instrumento de evaluación sobre el aprendizaje en la enseñanza de las ciencias. REIDOCREA, 11(2), 14-27. https://doi.org/10.30827/Digibug.72231

Goundar, M. S., & Kumar, B. A. (2021). The use of mobile learning applications in higher education institutes. Education and Information Technologies, 27(1), 1213–1236. https://doi.org/10.1007/ s10639-021-10611-2

Gunderson, J. L., & Cumming, T. M. (2022). Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature. Innovations in Education and Teaching International, 1-11. https://doi.org/10.1080/14703297.2022.2075430

Hendrickson, L., Jokela, R. H., Gilman, J., Croymans, S., Marczak, M., Zuiker, V. S., & Olson, P. D. (2010). The viability of podcasts in Extension Education: Financial Education for College Students. Journal of Extension, 48, 1–9.

Hitchcock, L. I., Sage, T., Lynch, M., & Sage, M. (2021). Podcasting as a pedagogical tool for experiential learning in social work education. Journal of Teaching in Social Work, 41(2), 172-191. https://doi.org/10.1080/08841233.2021.1897923

Indahsari, D. (2020). Using podcast for EFL students in language learning. JEES Journal of English Educators Society, 5(2), 103-108. https://doi.org/10.21070/jees.v5i2.767

Ifedayo, A. E., Ziden, A. A., & Ismail, A. B. (2021). Mediating effect of behavioural intention on podcast acceptance. Education and Information Technologies, 26(3), 2767-2794. https://doi.org/10.1007/s10639-020-10385-z

Ikhsan, J., Sugiyarto, K., & Astuti, T. N. (2020). Fostering student’s critical thinking through a Virtual reality laboratory. International Journal of Interactive Mobile Technologies (iJIM), 14(08), 183. https://doi.org/10.3991/ijim.v14i08.13069

Johnston, D., Rockhill, C., & Pastore, D. (2021). The effectiveness of podcasts in sport management education part two: A qualitative analysis. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100338. https://doi.org/10.1016/j.jhlste.2021.100338

Kenna, T. (2022). Podcasting urban geographies: examining the utility of student-generated research podcasts for deep learning and education for sustainable development. Journal of Geography in Higher Education, online, 1-20. https://doi.org/10.1080/03098265.2022.2122030

König, L. (2021). Podcasts in higher education: teacher enthusiasm increases students’ excitement, interest, enjoyment, and learning motivation. Educational Studies, 47(5), 627-630. https://doi.org/10.1080/03055698.2019.1706040

Lashley, M., & McCleery, R. (2020). Intensive Laboratory experiences to safely retain experiential learning in the transition to online learning. Ecology and Evolution, 10(22), 12613-12619. https://doi.org/10.1002/ece3.6886

Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de psicología, 30(3), 1151-1169. http://dx.doi.org/10.6018/analesps.30.3.199361

Marunevich, O., Bessarabova, O., Shefieva, E., & Razhina, V. (2021). Impact of podcasting on English learners’ motivation in asynchronous e-learning environment. In SHS Web of Conferences (Vol. 110). EDP Sciences. https://doi.org/10.1051/shsconf/202111003006

McCarthy, S., Pelletier, M., & McCoy, A. (2021). Talking together: using intercollegiate podcasts for increased engagement in marketing education. Marketing Education Review, 31(2), 125-130. https://doi.org/10.1080/10528008.2021.1875849

Mobasheri, A., & Costello, K. E. (2021). Podcasting: an innovative tool for enhanced osteoarthritis education and research dissemination. Osteoarthritis and Cartilage Open, 3(1), 100130. https://doi.org/10.1016/j.ocarto.2020.100130

Naidionova, A. V. & Ponomarenko, O. G. (2018). Use of the podcasting technology to develop students ́listening skills. Information Technologies and Learning Tools, 63(1), 177-185. https://doi.org/10.33407/itlt.v63i1.1962

Ow, G. M., Shipley, L. C., Nematollahi, S., & Stetson, G. V. (2021). Morning report for all: a qualitative study of disseminating case conferences via podcasting. BMC medical education, 21(1), 1-10. https://doi.org/10.1186/s12909-021-02799-1

Pegrum, M., Bartle, E., & Longnecker, N. (2015). Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit. British Journal of Education Technology, 46(1), 142–152. https://doi.org/10.1111/bjet.12133

Portilla, C. S. F. (2019). Percepción de los estudiantes de una universidad pública de Lima respecto del podcast como herramienta de aprendizaje. Revista Estudios en Educación, 2(3), 35-44

Prakash, S. S., Muthuraman, N., & Anand, R. (2017). Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance. BMC medical education, 17(1), 1-14. https://doi.org/10.1186/s12909-017-1001-5

Prisnie, J., Poon, G. W. S., Stokes, P., & Brager, N. (2022). Utilization of Moderate-Duration Summary Podcasts Compared to Long-Duration Podcasts for Psychiatry Education by Canadian Pre-clerkship Medical Students. Academic Psychiatry, 46(1), 133-137. https://doi.org/10.1007/s40596-021-01538-4

Ramos García, A. M., & Caurcel Cara, M. J. (2011). Los podcast como herramienta de enseñanza-aprendizaje en la universidad. Profesorado. Revista de Currículum y Formación de Profesorado, 15(1), 151-162.

Riddell, J., Robins, L., Brown, A., Sherbino, J., Lin, M., & Ilgen, J. S. (2020). Independent and interwoven: a qualitative exploration of residents’ experiences with educational podcasts. Academic Medicine, 95(1), 89-96. https://doi.org/10.1097/ACM.0000000000002984

Río, D. (2003). Métodos de investigación en educación. Proceso y diseños no complejos (Vol. I). UNED.

Rivera, V. J., Payan, E. B., Cervantes, J. M., Díaz, R. V., y Rivera, O. J. (2022). Podcast como recurso educativo en la impartición de una materia en ingeniería. Revista Electrónica sobre Tecnología, Educación y Sociedad, 9(17). 1-14.

Sakoto, F., Hermann, E. y Castro, A. (2022). Podcast en la educación superior: estrategias metodológicas para la enseñanza-aprendizaje en Odontología. Dominio de las Ciencias, 8(3), 911-927. http://dx.doi.org/10.23857/dc.v8i3

Samaniego, J., Lavid, E., Vásconez, S., & Neira, M. (2022). Educational podcast, a link to auditory learning. In INTED2022 Proceedings (pp. 7791-7797). IATED.

Strickland, B. K., Brooke, J. M., Zischke, M. T., & Lashley, M. A. (2021). Podcasting as a tool to take conservation education online. Ecology and Evolution, 11(8), 3597-3606. https://doi.org/10.1002/ece3.7353

Tejedor, S., Cervi, L., Pérez-Escoda, A., Tusa, F., & Parola, A. (2021). Higher education response in the time of coronavirus: perceptions of teachers and students, and open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), 43. https://doi.org/10.3390/joitmc7010043

Tobin, S. J., & Guadagno, R. E. (2022). Why people listen: Motivations and outcomes of podcast listening. Plos one, 17(4), e0265806. https://doi.org/10.1371/journal.pone.0265806

Wakefield, A., Pike, R., & Amici-Dargan, S. (2022). Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs. Assessment & Evaluation in Higher Education, online, 1-13. https://doi.org/10.1080/02602938.2022.2152426

Yeh, H. C., Chang, W. Y., Chen, H. Y., & Heng, L. (2021). Effects of podcast-making on college students’ English speaking skills in higher education. Educational Technology Research and Development, 69(5), 2845-2867. https://doi.org/10.1007/s11423-021-10026-3

Published

2024-06-20

How to Cite

Artiles-Rodríguez, J., Guerra-Santana, M., Aguiar-Perera, M. V., & Mazorra-Aguiar, L. (2024). Evaluation of the use of educational podcasts as a collaborative learning tool taking into consideration participation in its creation . RELIEVE – Electronic Journal of Educational Research and Evaluation, 30(1). https://doi.org/10.30827/relieve.v30i1.27474