Podagogy - Podcasting research and information

Ipodphoto by Jessica Fairchild Conrad

Podcast Resources



"There's Something in the Air: Podcasting in Education,"

EDUCAUSE Review, 40 (Winter 2005), pp. 32-47. Gardner Campbell,

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Done well, podcasting can reveal to students, faculty, staff, communities—even the world—the

essential humanity at the heart of higher education.


Podcasting Feedback to Students: Students’ Perceptions of Effectiveness

S.J. Roberts Liverpool John Moores University

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Carnegie Mellon, Podcasting: A Teaching with Technology White Paper, June 2007.

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The University of Southern Mississippi's Podcasting Pilot Project

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USM podcast pilot project involved 12 faculty members from 5 colleges.

Project iU - Academic Podcasting Pilot at the University of Calgary

This pilot project covered mulitple disciplines and provides some excellent feedback from faculty and students regarding academic uses for podcasting along with good tips on how to use this tool.

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The University of St. Thomas Podcasting Pilot Read study

.Podcasting and Pedagogy FAQ – Abilene Christian University Read report


Podcasting your lectures – will your students stay or will they go?

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An anxiety for many lecturers when they first discuss the idea of podcasting their lectures is that their students will stop attending. At the moment there seems to be little research in this area, however, what research there is suggests that attendance is not adversely affected by recording and publishing (podcasting) lectures (Lum (2006), Cane (2006)).

Overall, the findings indicate the students watched the recorded lecture material but didn’t think that because the material was available online then they not attend the lectures


Professor studies podcast effects on learning

Jessica Kemp, Collegian Staff Published: Thursday, March 5, 2009 Updated: Friday, March 6, 2009

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Dani McKinney, a psychologist at the State University of New York at Fredonia, has been conducting research showing that students who listen to their class lectures via podcast have scored significantly higher marks on their tests than students who attended the lecture in person.

According to McKinney’s research, students who attended the class in person obtained only a 62.47 average on their test. The students who listened to the podcast, however, obtained a 71.24 average, and students who listened to the podcast and took additional notes averaged a 76.23.

Along with scoring better grades on their tests, the use of podcasts offers students easy accessibility to lectures at their own convenience. Students would be able to listen to their lecture any time, anywhere and anyplace. They could replay it as many times as they want, rewind back to points where confusion may have arisen, and even take advantage of the pause button to stop and take notes.

Podcasting in Education: A Perspective from Bryn Mawr College

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Three Bryn Mawr professors in the sciences began experimenting with podcasting last year. All of them gained a new perspective on their teaching and on the students' learning processes.

Michelle Francl began podcasting in the Fall of 2005 in her Physical Chemistry course, a course that is relatively small (about 25 students), but still largely centered on lectures.

She had been concerned, as are many professors considering podcasting, about student attendance and a possible drop in performance as a result. Bradley showed that while attendance in his very large lecture class did drop, performance did not. Michelle found that because her class was small and because she strategically edited her podcasts to remove announcements and other information, her students attended class regularly.

Now that she has made an initial collection of lectures for this class, she hopes to assign the lectures to be listened to before class. She explained her reason for this as purely pedagogical: "I used to do the easy case in class and then send the students home to work on the hard case. That's just the opposite of what you should do. Now they can listen to the easy case before class and we can work in class on the hard case."

Neal Williams and Peter Brodfuehrer, professors in biology who team-teach an introductory course, also wanted to embark on podcasting. They had already been posting their PowerPoint lectures into Blackboard.

Williams thinks that a more effective use, which he saw a great many students doing, is to skim the lectures for key points that students did not understand. Brodfuehrer said that in future classes, he would like to have a discussion with students about effective uses of the screencasts. Like Professor Francl, Professor Williams sees ways he might alter his use of podcasts in the future rather than simply posting lectures online. He could see, for example, using podcasts to do pre-lab demonstrations, which might result in less confusion for the students. Or they might be used strictly for supplementary material that cannot be covered in class.

The effective use of podcasts, whether the source is faculty lectures or student assignments, is something those of us in liberal arts environments need to consider. Many podcasts now might be primarily faculty lectures that show little thought to the listeners outside the classroom and which reinscribe the "sage on the stage" model of teaching, but as Professors Francl and Williams have shown, we can rethink how podcasts effect our teaching and how they might enhance the intimate liberal arts classroom.

'iTunes university' better than the real thing

18 February 2009 by Ewen Callaway

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Podcasted lectures offer students the chance to replay difficult parts of a lecture and therefore take better notes, says Dani McKinney, a psychologist at the State University of New York in Fredonia, who led the study.

"It isn't so much that you have a podcast, it's what you do with it," she says.

Students who downloaded the podcast averaged a C (71 out of 100) on the test - substantially better than those who attended the lecture, who on average mustered only a D (62).

To further coax them into the classroom, he gives his students brief quizzes before each class. "I get 98% attendance that way," he says.