Thesis (M.A.)--Brigham Young University. Dept. of Communications, 2008. / Includes bibliographical references (p. 71-79).

Published Article / Throughout history children have been taught by means of stories told by their parents, and for many centuries this was the primary method of transferring knowledge and information. As time progressed, we spent less and less time listening to stories, although to this day storytelling is still being used as an education methodology. People of our modern century are accustomed to receiving information in an audio format. It is natural for us to absorb information through an auditory medium, and since such information transfer takes place on such a personal level, we tend to form a personal relationship with radio presenters. They become like family members who visit every time one turns on the radio. Podcasting has grown over the past year and is seen as a major leap forward in mobile learning, or as we like to call it, "learning-on-the-go". The learner is able to download lectures or information to his or her iPod or any other MP3 player, and no matter where he is or what he is doing, he will be able to gain knowledge. Whether the learner is working out at the gym or driving a car, the lecturer is always there with him, allowing the learner to constantly absorb information as it is presented in an amazingly personal way. When lectures are presented in this way, it of course remains the learner's responsibility to absorb the information made available to him. The whole idea of self-regulated learning comes to the fore and learners actually take responsibility for what they learn and the pace at which they learn. Lecturers are advised to record their lectures and make them available online as an essential tool in the education process. Language lecturers in particular should use pod casting as the main feature of their courses. Providing learners with a podcast of information on the next face-to-face lecture and having them prepare according to what they have been told in the podcast will truly enhance learning in the lecture room and stimulate discussion. The main aim of all lecturers should be to have their learners prepare to such a degree that all face-to-face sessions become discussion sessions. The iPod and podcasting have changed the face of open higher distance education as we know it. All we need to do is jump aboard and make the most of the amazing opportunities this paradigm shift is offering.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Mar. 10, 2009). PDF text: viii, 324 p. : ill. ; 8 Mb. UMI publication number: AAT 3336882. Includes bibliographical references. Also available in microfilm and microfiche formats.

Master-Arbeit Univ. St. Gallen, 2009.

Master-Arbeit Univ. St. Gallen, 2009.

Master-Arbeit Univ. St. Gallen, 2007.

Master-Arbeit Univ. St. Gallen, 2007.

Bachelor-Arbeit Univ. St. Gallen, 2008.

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2007. / Includes bibliographical references (leaves 81-90). Also available in electronic version.

TITLE: COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF ORAL VS. PODCASTING REVIEWING TECHNIQUES Podcasts have evolved at a rapid pace. With the creation of podcasting technology and it's increasing prevalence within the educational system a question must be asked; does this technology really aid in the learning process? The purpose of this study was to compare the use of podcasts to traditional delivery of information in classrooms. Four podcasts were created on the topics of asthma, diabetes, seizure disorders, and acute infections, such as head lice, conjunctivitis, scabies, impetigo, herpes simplex I, ringworm, colds, and the flu, to aid students in reviewing for quizzes. Knowledge retained of students using podcasts was compared to the knowledge retained of those using traditional in-class review. A convenience sample of 174 undergraduate students enrolled in seven teacher university health teacher certification classes during the fall semester of 2009 was used. A quasi-experimental pre-test/post-test design was utilized. By conducting t-tests and an ANCOVA the results showed the podcast reviews were as effective as traditional oral in-class reviews of selected health education topics. In this study the main effect for the review method was not significant (F(1,143) = .682, p>.05), with the intervention groups not scoring significantly higher 51.45 (sd= 4.72) than the control group 50.79 (sd= 4.88). This study also revealed that students support the concept of using podcasts as a review tool. All but one student (98.6%) felt that having pictures accompany the audio portion of the review was helpful in retaining the information. When asked if the podcasts were helpful in aiding them to review for the test (68.9%) of the students strongly agreed and (28.4%) agreed with that statement. The majority (68.9%) stated they would use podcasts again as a review tool with (66.2%) having strongly agreed or agreed that they preferred podcast reviews over traditional in-class reviews. Given that podcast reviews were shown to be as effective as traditional review and with the majority of students reporting they would use podcast reviews again in the future more studies there remains a need to focus on podcasting technology and student outcomes.