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Podcasting as an instructional supplement to online learning: a pilot study
Deborah Stiffler1, Sharon Stoten, Deborah Cullen
1Indiana University School of Nursing, 1111 Middle Drive, Indianapolis, IN 46202, USA. dstiffle@iupui.edu
Computers, Informatics, Nursing : CIN
|November 19, 2010
Summary
Graduate nursing students found supplementary podcasts and online readings equally important for distance learning. Podcasting can enhance engagement through a human voice, but varied learning styles necessitate multiple delivery methods.
Area of Science:
- Nursing Education
- Educational Technology
- Distance Learning
Background:
- Mobile technologies are increasingly used in academic nursing education.
- Few evaluative studies exist on the efficacy of these technologies.
- Understanding podcasting's role in distance learning is crucial for instructional design.
Purpose of the Study:
- To compare online reading with supplementary podcasting for graduate nursing students.
- To determine student preferences and usage patterns for these educational methods.
Main Methods:
- A pilot study design was employed.
- Graduate nursing students' preferences and usage of online readings versus podcasts were assessed.
Main Results:
- Students did not download podcasts to mobile devices but multitasked during listening.
- Both podcasts and readings were considered equally important by students.
- Podcasting was perceived to enhance virtual connection via a human voice.
Conclusions:
- Podcasting can be a valuable tool for engaging students in distance-accessible nursing courses.
- Multiple, learner-centered delivery methods are recommended for distance learning to accommodate diverse learning styles.
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