Podcasting : A Useful Tool for Learning Languages ?
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Podcasting : A Useful Tool for Learning Languages ? Nicolas Roland (Researcher in Educational Sciences, Université libre de Bruxelles)
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Transcript of Podcasting : A Useful Tool for Learning Languages ?
Podcasting : A Useful Tool for Learning Languages ? Nicolas Roland (Researcher in Educational Sciences, Université libre de Bruxelles)
01 Introduction
Introduction //
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M!"#$ %&!' "(w)&($"!"… *+r(,-+ RSS f!!"'
Introduction // Recorded Lectures
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Introduction // “Capsules”
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02 Podcasting in Higher Education
Podcasting in higher education // Impact of podcasting on students
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11 6
Scores
15 4
4 4
Impact of podcasting on students
Attitudes Attendance
Kay (2012)
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“
Impact of podcasting on students in language courses
In spite of the scepticism which surrounds the academic effectiveness of podcasting in learning, language learning has been identified as one of the disciplines most likely to benefit from podcasting’s integration and use (Evans, 2008; Kukulska-Hulme & Shield, 2008; Walls et al., 2010). ”
Podcasting in higher education // Podcasting & foreign languages
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Podcasting in higher education // A different approach (Roland, 2012)
What is the impact of podcasting on student learning ?
“
”
Technocentric
User seen as passive
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Podcasting in higher education // A different approach (Roland, 2012)
Why and how do users integrate podcasting in their teaching / learning practices ?
“
”
User seen as active Meaningful approach Systemic approach Study of reciprocal "influence
03 Methodology
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Methodology // 3 case studies
“Podcast self-study course”
“CLIL course” Industrial Economics &
Strategy!
“CLIL conference”
9 grammar modules!
4 “capsules” per module!
Other resources!
WHY ? 1200 students!Self-study course!
Little motivation!
HOW ? Recorded lecture!(sound, slideshow!& video)!
WHY ? First CLIL course in English!
HOW ? Recorded lecture!(sound & slideshow)!
WHY ? First conference in English!Exam questions about the conference!
HOW ?
Faculty of Applied Sciences!
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“Podcast self-study course”
“CLIL course” Industrial Economics &
Strategy!
“CLIL conference” Faculty of Applied Sciences!
167 STUDENTS
1153 STUDENTS
213 STUDENTS
Methodology // 3 case studies
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N = 3 N = 1533 N = 10
Methodology // 3 case studies
04 Results & Discussion
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Results & Discussion // Do students use the podcasts ?
“Podcast self-study course” “CLIL course” “CLIL conference”
DO STUDENTS USE THE PODCASTS ?
Yes 45%
No 55%
Yes 23%
No 77%
Yes 36%
No 64%
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For recorded lectures (N = 1198)
Yes 62%
No 38%
Yes 98%
No 2%
For “Physique des technologies de l’information” (N = 154)
DO STUDENTS USE THE PODCASTS ?
Results & Discussion // Do students use the podcasts ?
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“Podcast self-study course” “CLIL course” “CLIL conference”
WHY DO/DON’T STUDENTS USE THE PODCASTS ?
No Not useful / Fluent in English
Not enough time
I did not know where to find them
39.83%
23.93%
29.74%
No Not useful
Not enough time
82.6%
40%
No
Fluent in English Not enough time
11.66%
44.17%
Not useful 49.7%
Yes Revise grammar Out of curiosity Learn grammar Deepen grammar
55.83%
34.05%
32.20%
28.83%
Yes Review comprehension Complete notes Make up a lesson
54.6%
49.3%
46.6%
Yes Study Complete notes Make up the Conference “I didn’t understand the lecture”
44.9%
24.48%
10.2%
10.2%
Results & Discussion // Why do/don’t students use the podcasts ?
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“Podcast self-study course” “CLIL course”
WHEN DO STUDENTS USE THE PODCASTS ?
Results & Discussion // When do students use the podcasts ?
30
60,3
9,8
0
10
20
30
40
50
60
70
During the semester During the revision period
During both periods
50,7
35,6
13,7
0
10
20
30
40
50
60
70
During the semester During the revision period
During both periods
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“Podcast self-study course” “CLIL course”
HOW DO STUDENTS USE THE PODCASTS ? (NUMBER PODCASTS VIEWED) Results & Discussion // How do students use the podcasts ?
25
30 28
17
0!
5!
10!
15!
20!
25!
30!
35!
1! 2 to 4! 5 to 8 ! > 8!
16
40
20 24
0!
5!
10!
15!
20!
25!
30!
35!
40!
45!
1! 2 to 4! 5 to 8 ! 9!
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“Podcast self-study course” “CLIL course” “CLIL conference”
HOW DO STUDENTS USE THE PODCASTS ?
Results & Discussion // How do students use the podcasts ?
3 profiles
Mainly using theoretical podcasts (about tenses & verb
forms) But also explanatory podcasts
(that analyse examples)
One student out of two followed the procedure
They want more exercises
THE 3 PROFILES REAPPROPRIATE THE COURSE MATERIAL.
It’s mostly students who have difficulties that are using podcasts
59% view various parts of the podcast
41% view the entire podcast
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“Podcast self-study course” “CLIL course” “CLIL conference”
WHAT DO STUDENTS THINK ABOUT THE PODCASTS ?
Results & Discussion // How students use the podcasts ?
55.8% studied more regularly
72.8% are more motivated to study with the podcasts
73.7% believe that their level of English has improved
80.9% podcasts have helped them to understand the lecture better
For
37.8% the podcasts were necessary given their level of English
For
86.3% For
podcasts have helped them to take better notes
82.2% For
podcasts reduce the stress of taking notes
94.4% want podcasts in other courses
05 Conclusion
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Conclusion //
THE USE OF PODCASTING IS
3 .$/p&!' #) (,r 0$'! '*,"#!'…
a technological question NOT
BUT A PEDAGOGICAL QUESTION
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Conclusion //
Our review provides convincing evidence that information technology can enhance learning when the pedagogy is sound, and where there is a good match of technology, techniques and objectives.
“
”
Kadiyala & Crynes (2000)
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Conclusion //
NECESSITY FOR A SYSTEMIC APPROACH FOCUS ON TEACHERS & STUDENTS
THANK YOU FOR YOUR ATTENTION [email protected]
http://podcast.ulb.ac.be
http://www.niroland.be
@nicolasroland
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Bibliography //
Kay, R. H. (2012). Exploring the use of video podcasts in education : A comprehensive review of the literature, Computers in Human Behavior, 28(3), 820-831.!
Roland, N. (2012). Intégrer le podcasting à l’université : pourquoi ? Comment ? Pour quels résultats ? Dans Bélair, L. (Ed.) Actes du 27e Congrès de l’Association internationale de pédagogie universitaire (AIPU). Trois-Rivières: Université du Québec à Trois-Rivières, pp. 301-308.!
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL, 20(03), 271–289.
Walls, S. M., Kucsera, J. V., Walker, J. D., Acee, T. W., McVaugh, N. K., & Robinson, D. H. (2010). Podcasting in education: are students as ready and eager as we think they are?, Computers & Education, 54(2), 371–378.
