Ifedayo Adu Emmanuel, Ziden Azidah Abu, Ismail Aziah Binti
School of Educational Studies, Universiti Sains Malaysia, Malaysia.
Heliyon. 2021 Mar 10;7(3):e06442. doi: 10.1016/j.heliyon.2021.e06442. eCollection 2021 Mar.
There is limited empirical evidence arguing against accepting and using podcasts for educational purposes. This may in part, explain the recent surge in the acceptance of podcasts for pedagogy, alongside the COVID-19 pandemic. Both students and lecturers have been greatly affected by this pandemic which may explain the uptake in the use of podcasts. However, few studies have explored podcast use for pedagogy and thus, there is limited empirical backing. This study investigated pedagogy and considered podcast performance expectancy, effort expectancy, social influence, facilitating condition, cultural, social, and political beliefs factors in Nigerian universities. This research introduced cross-sectional quantitative methods, which utilised a questionnaire, gathering data from three Federal Universities in Nigeria. The formulated hypothesis was rejected using multiple regression and a total of eight hundred and twenty-nine questionnaires were gathered from Nigerian university lecturers. The data was analysed and the results showed a low-level outcome with regards to podcast acceptance for pedagogy in Nigeria Federal Universities.
反对接受和使用播客进行教育目的的实证证据有限。这在一定程度上可能解释了近期在COVID-19大流行背景下，播客在教学中被接受的情况激增。学生和讲师都受到了这场大流行的极大影响，这可能解释了播客使用量的上升。然而，很少有研究探讨播客在教学中的应用，因此，实证支持有限。本研究调查了尼日利亚大学中教学与播客的绩效期望、努力期望、社会影响、促成条件、文化、社会和政治信仰因素。本研究采用横断面定量方法，通过问卷调查从尼日利亚三所联邦大学收集数据。使用多元回归拒绝了所提出的假设，共收集了829份来自尼日利亚大学讲师的问卷。对数据进行了分析，结果显示尼日利亚联邦大学在教学中对播客的接受程度较低。
