The aim of this chapter is to explore student use of podcasts, employing longitudinal data from large cohorts to demonstrate to other teachers their potential as a relevant pedagogical tool. The study is novel insofar as it uses quantitative data from 100% of each of the student cohorts, allowing insights into use and relevance which could not be derived accurately from questionnaire data. Moodle-generated data logs were captured and analysed in order to understand the volume, frequency and pattern of podcast usage at different points in the trimester. Data from seven consecutive student cohorts were analysed. Findings show that podcasts are used extensively by students over a period of time and can therefore be considered both relevant and useful. The authors hope that the chapter will encourage tutors to value podcasts as pedagogical tools, enabling efficiency of time and consistency of support where it might otherwise be difficult, and facilitating self-reflection as an important part of professional development.
Robertson, S., & Sholl, S. (2016). The Accidental Podcaster. In C. Penman, & M. Foster (Eds.), Innovations in Learning and Teaching. Merchiston Publishing