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The effectiveness of m-learning in the form of podcast revision lectures in higher education

机译：播客修订版讲座形式的高等教育在高等教育中的有效性

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In this paper we describe a study of the effectiveness of mobile learning (m-learning) in the form of podcasting, for teaching undergraduate students in Higher Education. Podcasting involves downloading a series of audio or video broadcasts (files) onto a digital media player, via a computer, over a period of weeks. These can then be watched or listened to when, where and as often as students choose. The use of digital media players, popularised by Apple''s iPod™, is widespread amongst undergraduate students. A pilot survey of Business and Management students indicated that over 74% owned some form of digital media player, with a further 7% indicating that they intended to purchase one in the next six months. Whilst podcasting is being utilized as a teaching tool by some educators in the secondary sector, its use in higher education, and its effectiveness as a learning tool for adults, remains to be established. In our study, a separate group of just under 200 first-level students were given a series of revision podcasts after completing a course in Information and Communications Technology (and prior to their examination). As part of the subscription process, they had to complete an online questionnaire about their experience. The questionnaire utilized a five-point Likert scale comparing their attitudes to lectures, podcasts, notes, textbooks and multimedia e-learning systems. Statistical analysis of the results of the study indicates that students believe that podcasts are more effective revision tools than their textbooks and they are more efficient than their own notes in helping them to learn. They also indicate that they are more receptive to the learning material in the form of a podcast than a traditional lecture or textbook. The study suggests that the use of podcasts as a revision tool has clear benefits as perceived by undergraduate students in terms of the time they take to revise and how much they feel they can learn. Coupled with the advantages of flexibility in when, where and how it is used, podcasting appears to have significant potential as an innovative learning tool for adult learners in Higher Education.
机译：在本文中，我们以播客的形式描述了移动学习（移动学习）对高等教育本科生教学效果的研究。播客涉及在数周内通过计算机将一系列音频或视频广播（文件）下载到数字媒体播放器上。然后可以根据学生选择的时间，地点和频率来观看或收听这些内容。苹果的iPod™普及了数字媒体播放器，这在大学生中得到了广泛的应用。一项针对商务和管理专业学生的试点调查显示，超过74％的人拥有某种形式的数字媒体播放器，另有7％的人表示他们打算在未来六个月内购买一个。虽然播客已被中学的一些教育者用作教学工具，但其在高等教育中的使用以及作为成人学习工具的有效性仍有待确定。在我们的研究中，在完成信息和通信技术课程（以及考试之前）之后，还有一个单独的小组，由不到200名一级学生组成，他们进行了一系列修订播客。作为订阅过程的一部分，他们必须完成有关其经历的在线问卷调查。问卷使用李克特五点量表，比较了他们对讲座，播客，笔记，教科书和多媒体电子学习系统的态度。对研究结果的统计分析表明，学生认为播客比课本更有效的修订工具，并且在帮助他们学习方面比自己的笔记更有效。它们还表明，与传统的讲课或教科书相比，他们更喜欢以播客的形式学习材料。该研究表明，将播客用作修订工具具有明显的好处，正如大学生认为的那样，他们需要花费的修改时间以及可以学到的东西有多少。再加上在何时，何地以及如何使用它的灵活性的优点，播客作为高等教育的成人学习者的创新学习工具似乎具有巨大的潜力。

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