Lucas, T., & Kotla, B., & Shirey, K., & Bosman, L. (2024, June), Motivating Students to Engage, Collaborate, and Persist with Classroom Podcast Creation  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47783

\bibitem{asee_peer_47783}
  Lucas, T., \& Kotla, B., \& Shirey, K., \& Bosman, L. (2024, June), \emph{Motivating Students to Engage, Collaborate, and Persist with Classroom Podcast Creation}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47783

Thomas Lucas, Bhavana Kotla, Katey Shirey, and Lisa Bosman.  "Motivating Students to Engage, Collaborate, and Persist with Classroom Podcast Creation".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47783 Internet.  30 Jul, 2024

\bibitem{asee_peer_47783}
  Thomas Lucas, Bhavana Kotla, Katey Shirey, and Lisa Bosman.
  "Motivating Students to Engage, Collaborate, and Persist with Classroom Podcast Creation".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47783 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47783
author = "Thomas Lucas, Bhavana Kotla, Katey Shirey, and Lisa Bosman"
title = "Motivating Students to Engage, Collaborate, and Persist with Classroom Podcast Creation"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47783}
}

TY  - CPAPER
AB  - Research shows that college students generally rate the learning environment and perceived outcomes of courses delivered in person higher than those of an equivalent version delivered online. Without a deliberate pedagogical transformation of the material for remote delivery, online courses are often less engaging and effective due to a lack of social interaction and a more passive learning environment. Despite these barriers, the number of students taking online classes is increasing due to the flexibility, affordability, accessibility, and personalization that online learning offers. In light of these factors, an ongoing challenge for educators is to develop and employ innovative pedagogies to address the impediments to learning in an online environment. This proceeding describes the motivational impact on students from participating in a semester-long asynchronous project to create a nature-inspired and entrepreneurially minded podcast in an online Engineering Technology course. The project's duration was intentionally an entire semester to encourage students to remain engaged in the overall course content. Thematic analysis of student reflections indicates that participants were motivated in areas corresponding to Alderfer’s proposed categories of basic human needs: existence, relatedness, and growth. The results are presented and discussed concerning the motivational framework. Additionally, podcast analytics are presented to support the estimated high impact and geographic reach of the project. While the data in this report was created in a course within the Engineering Technology discipline, the opportunity to implement this project in any field of study is possible. The podcast project was able to overcome the motivational challenges often reported with online courses, engage students in the learning process, and help them to persist in the course.
AU  - Thomas Lucas
AU  - Bhavana Kotla
AU  - Katey Shirey
AU  - Lisa Bosman
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Motivating Students to Engage, Collaborate, and Persist with Classroom Podcast Creation
UR  - https://peer.asee.org/47783
ER  -