Podcasting to Provide Teaching and Learning Support for an Undergraduate Module on English Language and Communication.

This paper reports findings from research into the benefits of integrating podcasts a first year undergraduate module on English Language and Communication at University. As part of a Faculty teaching and learning support scheme for year undergraduates, six podcasts were developed to improve students’ learning study skills and to provide advice on portfolio development and presentation. Student learning experience through podcasts was evaluated through two groups, personal interviews (six students) and an end of semester evaluation (n=35). The paper describes the teaching and learning context and the podcasts were integrated as part of the blended learning delivery. It to what extent podcasts were able to achieve of the intended outcomes and processes involved in achieving those outcomes. The findings led to development a model for integrating podcasts in on-campus blended learning, and which can potential applications in distance learning contexts. The model is based on three features of podcasts identified as facilitating student learning: learner choice flexibility offered by podcasts; tacit knowledge and experience of peers conveyed discussions; and a sense of informality brought into formal learning. The research in the paper was carried out as part of a UK national research project Informal Mobile Podcasting and Learning Adaptation (IMPALA) with funding the UK Higher Education Academy.