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ERIC Number: EJ858970
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: ERIC
Reference Count: 17
ISSN: ISSN-1547-9714
Interviewing the Experts: Student Produced Podcast
Armstrong, Gary R.; Tucker, Joanne M.; Massad, Victor J.
Journal of Information Technology Education, v8 p79-90 2009
Classroom instruction continues to change dramatically with new technology and pedagogy. Faculty aspire to develop innovative programs and creative education while seeking effective teaching strategies that capitalize on emerging technology and invoke student interest and involvement. Research shows that student involvement, hands-on projects, and teamwork are successful pedagogical approaches (Kayes, Kayes, & Kolb, 2005; McKeachie 1994; Passman 2001). This paper describes a creative project for students that showcases technology and student involvement. Additionally, the assignment is consistent with the seven principles for good practice in higher education (Chickering & Gamson, 1987) and provides desired outcomes to business education such as business fundamentals, critical thinking, teamwork, and technology skills. Students prepare a team-based research presentation on a topic that incorporates a student produced podcast. By producing podcasts, students have the opportunity to research and analyze information, communicate effectively, and incorporate the opinions of experts in a cutting-edge way. Producing and comparing their own work to that of others can give students a valuable perspective on their own abilities and inspire them to try new ideas or techniques. The authors utilized an evaluation questionnaire to assess the effectiveness of the project. From the students' perspective, the project was very effective in meeting educational objectives. (Contains 2 figures and 2 tables.)
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-537-2211; Fax: 480-247-5724; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A