This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: "re-framed" podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); "complementary" podcasts that added extra information to enhance the student learning experience; and "supplementary" podcasts that re-design and broadcast content previously presented in class. (Contains 8 tables.)