ERIC Number: EJ912076
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Podcasts and Mobile Assessment Enhance Student Learning Experience and Academic Performance
Morris, Neil P.
Bioscience Education, v16 Article 1 Dec 2010
The aim of this study was to combine podcasts of lectures with mobile assessments (completed via SMS on mobile telephones) to assess the effect on examination performance. Students (n = 100) on a final year, research-led, module were randomly divided into equal sized control and trial groups. The trial group were given access to podcasts/mobile formative assessments for lectures on the module. Towards the end of the module, all students on the module completed a "mock" examination on the material in the lectures. Students in the trial group who listened to podcasts of the lectures and completed mobile assessments (n = 31) performed significantly better in the formative assessment (58.1 [plus or minus] 1, mean [plus or minus] S.E.M; P less than 0.05, Student's t-test) than other students on the module (52.2 [plus or minus] 2; n = 54). Students accessed the podcasts via iTunes (or similar software; 38%), from the institutional virtual learning environment (31%), or using a combination of the two (31%). Interestingly, only around 21% of students listened to the majority of their podcasts away from a computer. The results of this study indicate that providing supporting resources does have a positive impact on student performance.
Descriptors: Formative Evaluation, Program Effectiveness, Learning Experience, Educational Technology, Telecommunications, Handheld Devices, Student Evaluation, Evaluation Methods, Computer Uses in Education, Student Attitudes, College Students, Blended Learning, Foreign Countries
Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: email@example.com; Web site: http://www.bioscience.heacademy.ac.uk/journal
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom