Source: Innovations in Education and Teaching International, Volume 51, Issue 3, 2014, pages 326-337
This article focuses on students as podcast providers rather than receivers.
It addresses the question, ‘Are learner-generated podcasts a useful approach to assessment?’
Through the use of a single institution case study, the article presents an evaluation of 53 (taught) postgraduate business students’ reflective learning assignments in which they chose to reflect upon their experience of podcasting.
The evaluation of these reflective assignments focussed on five key themes that emerged; prior attitudes about the use of podcasting, benefits of podcasting, transferable skills, pedagogy and future use of podcasts.