Clark, M. A., & Fernandez, E. (2013, June), Podcast Usage in Higher Education: What is its Effect on Student Reading?   Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22355

\bibitem{asee_peer_22355}
  Clark, M. A., \& Fernandez, E. (2013, June), \emph{Podcast Usage in Higher Education: What is its Effect on Student Reading? }
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22355

Mishael A. Clark and Eugenia Fernandez.  "Podcast Usage in Higher Education: What is its Effect on Student Reading? ".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22355 Internet.  15 Dec, 2024

\bibitem{asee_peer_22355}
  Mishael A. Clark and Eugenia Fernandez.
  "Podcast Usage in Higher Education: What is its Effect on Student Reading? ".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22355 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_22355
author = "Mishael A. Clark and Eugenia Fernandez"
title = "Podcast Usage in Higher Education: What is its Effect on Student Reading? "
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22355}
number = {10.18260/1-2--22355}
}

TY  - CPAPER
AB  -                      Podcast Usage in Higher Education:                    What is its Effect on Student Reading?Advances in technology make multiple tools available to educators and students in thehigher education learning environment. Podcasting, or downloadable mobile audiomaterial, when made available in a college course, is usually designed as a complementto course readings. This study is intended to compare course-related podcast usage tocourse-related reading on the part of students. Our question is: Does the use ofpodcasting by a student in a course have any impact on that student’s reading of coursematerial?Approximately 195 students from 4 graduate and 8 undergraduate courses participated inthis quasi-experimental study. Of these 12 courses, five were web-based or hybrid informat. Students were selected from the courses taught by faculty members from afaculty Community of Practice on the Scholarship of Teaching and Learning onInstructional Technology Impact - a convenience sample.Course-centered podcasts less than 10 minutes in length were made available to thestudents via the online course management system. Each podcast was part of the regularcourse assignments and was designed to enhance the content already in class readingsand modules. In each course involved in the study, one section of the course served asthe control receiving course reading materials only; the other section received thetreatment of podcast supplemental material in addition to the course reading material. Atthe end of the three month pilot, students from the control groups and treatment groupswere surveyed. Students receiving the podcast treatment were surveyed on usage of bothcourse-related podcast and course-related reading. Control group students were surveyedon their usage of course-related reading.Outcomes will be presented in chart and graph forms utilizing de-identified tabulatedsurvey data from both the control and treatment groups. Treatment group survey resultsof podcast usage and course reading will be analyzed in comparison to the control groupsurvey results of course reading.
AU  - Mishael A. Clark
AU  - Eugenia Fernandez
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Podcast Usage in Higher Education: What is its Effect on Student Reading? 
UR  - https://peer.asee.org/22355
DO  - 10.18260/1-2--22355
ER  -