Engaging the online learner

Student reactions to the use of audio podcasts in off campus courses

Abstract

The topic of high attrition rates in distance courses is well documented (Holder, 2007; Patterson & McFadden, 2009) and a lack of personal interaction and support are cited as contributing factors for student drop out (Carr, 2000; Street, 2010). New technologies provide opportunities to personalise the experience for students studying at a distance (Lee, Tan & Goh, 2004) and there is a growing body of research on the use and effectiveness of audio and video podcasts in higher education (Bolliger, Supanakorn & Boggs, 2010; Taylor & Clark, 2010). This study explores the effectiveness of audio podcasting as a tool to engage students studying by flexible delivery at a dual sector tertiary institution in Australia. Surveyed students reported that educators used the audio podcasts to announce weekly requirements, explain complex concepts, provide guidance about assessment and to add information related to the unit content. The study suggests that the use of audio podcasts may be effective as a way of personalising the learning experience for students studying off campus. Students reported that they felt more connected to the educator through listening to the podcasts and appreciated the variation in technology as a way of keeping their attention. The low cost and technical simplicity of recording and listening to audio podcasts suggests that it may be an accessible and cost effective method of engaging students studying at a distance.