Learner-generated podcasts: a useful approach to assessment?

This paper focuses on students as podcast providers rather than receivers and answers the question, 'Are learner-generated podcasts a useful approach to assessment?' Through the use of a single institution case study, this paper presents an evaluation of 53 (taught) postgraduate business s...

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Veröffentlicht in:	Innovations in education and teaching international 2014-05, Vol.51 (3), p.326-337
Hauptverfasser:	Powell, Lynne, Robson, Fiona
Format:	Artikel
Sprache:	eng
Schlagworte:	assessment Assignments Business Administration Education Case Studies Content Analysis Digital broadcasting Educational evaluation Foreign Countries Graduate Students group podcasts Learning Nonprint Media Pedagogy Podcasts Programming (Broadcast) Qualitative Research Reflection Reflective teaching Student Attitudes Student Evaluation student-centred Students Summative Evaluation Technology Uses in Education United Kingdom
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Zusammenfassung:	This paper focuses on students as podcast providers rather than receivers and answers the question, 'Are learner-generated podcasts a useful approach to assessment?' Through the use of a single institution case study, this paper presents an evaluation of 53 (taught) postgraduate business students' reflective learning assignments in which they chose to reflect upon their experience of podcasting. The evaluation of these reflective assignments focussed on five key themes that emerged; prior attitudes about the use of podcasting, benefits of podcasting, transferable skills, pedagogy and future use of podcasts.
ISSN:	1470-3297 1470-3300
DOI:	10.1080/14703297.2013.796710