Marrocco Geraldine F, Kazer Meredith Wallace, Neal-Boylan Leslie
Nurs Educ Perspect. 2014 Jan-Feb;35(1):49-53. doi: 10.5480/10-421.1.
To introduce faculty to podcasting, giving them opportunities for course integration in nursing.
Faculty represented adult, gerontological, psychiatric, acute, and family health specialties interested in technology integration.
Faculty were invited to submit an abstract describing interest and experience with educational technology and intended use of podcasting. Each faculty received an iPod and sessions were held updating the required technical skills. Transformational learning was the conceptual framework, and faculty and students were encouraged and tutored in workshops to utilize podcast technology. Faculty launched podcasts on the university's platform, monitored students' responses, and conducted end-of-course evaluations.
Faculty enthusiastically embraced podcasting's potential. Students' responses were mixed. Many viewed podcasts as extra work and preferred face-to-face class or written assignments. Podcasts were helpful to others, especially during commutes or for reviewing or reinforcing material. Auditory learners also preferred podcasts.
Despite some technical difficulties, responses were positive. Using the theory of transformational learning and allowing students greater flexibility in obtaining knowledge, asynchronously, and at their own pace, proved beneficial.
