Do podcasts and screencasts enable or hinder independent learning?

Hurford, Donna and Read, Andrew (2011) Do podcasts and screencasts enable or hinder independent learning? Practitioner Research in Higher Education, 5 (1). pp. 30-38.

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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.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	UniPress
ISSN:	1755-1382
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Depositing User:	Linda Shore
Date Deposited:	20 Jun 2012 09:53
Last Modified:	12 Jan 2024 10:01
URI:	https://insight.cumbria.ac.uk/id/eprint/1340

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