Adams, Richelle and Blair, Erik ORCID: https://orcid.org/0000-0001-8660-7660 (2014) The learner-generated podcast: engaging postgraduate engineering students in a mathematics-intensive course. Research in Post-Compulsory Education, 19 (2). pp. 132-146. ISSN 1359-6748

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Abstract

In this paper we discuss perceptions of the benefits of learner-generated podcasts for supporting postgraduate engineering students in a mathematics-intensive course. The course under study had previously been highlighted as one in which students had struggled to attain knowledge that formed an essential underpinning to their degree programme. Podcasts were used as a means of concretising abstract mathematical knowledge so that students could access and share such concepts in a meaningful way. The experiences of three students (in a single cohort) were examined qualitatively at every stage of the exercise: introduction, pre-test, podcast creation, podcast peer-evaluation, post-test, and focus-group session. The data suggest that this specific technique led to improvements in mathematical learning through the analysis of podcasts rather than through the creation of them.

Item Type:	Article
Identifier:	10.1080/13596748.2014.897502
Subjects:	Education Education > Higher education > HE pedagogies Education > Higher education Education > Teaching and learning Education > Teaching and learning > Technology-enhanced learning
Depositing User:	Erik Blair
Date Deposited:	04 May 2018 13:23
Last Modified:	06 Feb 2024 15:57
URI:	https://repository.uwl.ac.uk/id/eprint/4922

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