Student Perception of Podcast Quality on Online Learning Priscilla L. Connors, Ph.D., Daniel Spears, Ph.D., Davette Angelo, Masters Candidate University of North Texas, Denton, Texas Purpose Creating educational podcasts takes time and effort. Research is limited concerning how students use them. This research describes student perception of lesson podcasts in terms of portability, convenience, and flexibility. A better understanding of podcast contribution to the learning process makes a successful experience for learner and teacher. Ho3: Gender and Utility Conclusions and Implications Sample A non-probability sample of 302 undergraduates was collected at a large Southwestern US university in spring 2009. Introduction The purpose of this study was to explore the relationship between podcast aptitude and perceived utility of lesson podcasts provided to students enrolled in a 100% distance learning freshman class. In addition, researchers sought to determine if class rank or gender influenced perceptions of lesson podcasts usability. Ho1: Podcast Aptitude and Utility Limitations Jowitt, A.L. (2008). Perceptions and usage of library instructional podcasts by staff and students at New Zealand’s Universal College of Learning (UCLO). Reference Services Review, 36(3), 312-336. Lam, S.Y., Chaing, J., Parasuraman, A. (2008). The effects of the dimensions of technology readiness on technological acceptance: and empirical analysis. Journal of Interactive Marketing, 22(4), 19-39. Methodology A survey with 34 questions was administered over a two week period using Qualitrics.com. Scales from two previously validated (Technology Readiness & Podcast Scale) were adapted for use with students enrolled in an online nutrition class. Questions were formulated to obtain perception of the quality of the podcast. Demographic questions obtained information on class rank, gender, Mp3 player ownership and belonging to a social network. Table 1 Respondent Profile Table 2 Reliability of Scales Ho2: Class Rank and Utility Ho4: Podcast Aptitude and Quality Table 3 Table 4 Table 5 Table 6 Much of the current literature on educational podcasting enthusiastically describes how to make podcasts while relying on anecdotal evidence to validate the case. This quantitative study sought to elucidate factors related to student podcast usage. Students appreciate lesson podcasts and factors related to their utility influence student perception of podcast usefulness and value as an educational tool. This study used a non-probability sample limiting the ability to generalize results of the study. The course content also limits the reliability of the use of podcasts in various subjects. References The factors comprised from the podcast usage and the podcast aptitude scales are shown in table 3. Students that placed an importance on convenience also indicated they enjoyed innovative technology and were comfortable with technology. Findings also indicated that students that believed listening helps them learn also enjoyed new technology and were comfortable using it. Those that valued portability of technology enjoyed new technology and were also comfortable using it. The relationships between aptitude and quality of podcasts are shown in Table 6. Students that enjoyed new technology agreed with evaluation qualities: length, jingle, and overall quality. However, they did not place an importance with the tone and usage of male and female voices. Students that were comfortable with technology, placed importance on both tone and usage of male and female voices. These students also agreed with evaluation qualities: length, jingle and overall quality. Freshmen valued music used in podcasts most. Seniors wanted podcasts available all of the time, downloaded podcasts more, and listened to them “wherever” when compared with students in lower class ranks. Freshmen liked to listen to podcasts repeatedly and believed they learned better when they listened to lessons. Sophomores were more inclined to multitask when listening to podcasts, however they ranked lowest in regards to liking the flexibility of a podcast. Both freshman and sophomores believed that podcast lessons enabled them to learn on their own. Mean scores ranked higher among freshmen and seniors, as both groups liked the portability and believed that listening to lessons are more important than reading them (Table 4). Females valued the podcast jingle more the males. Differences existed where podcasts were listened to, males listened on computers more and females listened on IPods or Mp3 players. Although males listened more on computers they also had higher mean scores for listening when and “wherever” they would like to. Interestingly, females liked the flexibility of podcasts more and placed less value on portability. Both genders believed that listening to podcasts helped them learned by themselves. Female respondents further felt that listening to lessons were more important that reading them (Table 5). Demographic Characteristics Frequency Percentage (%) Gender Male 107 35.4 N = 302 Female 195 64.6 Age 15-25 years 272 90.4 N=301 26-35 years 25 8.3 36-55 years 4 1.3 50+ years 0 0.0 Class Rank Freshman 83 27.5 N = 302 Sophomore 88 29.1 Junior 78 26.2 Senior 52 17.2 Own media player Yes 271 90.0 N = 302 No 30 10.0 Belong to social network Yes 275 91.1 N = 302 No 27 8.9 Scale Measured Items Mean Cronbach’s Alpha Podcast Aptitude 7 3.78 0.833 Podcast Usage 15 3.65 0.739 Podcast Quality 7 3.82 0.754 Relationship between class rank and perceived utility of lesson podcasts Mean Scores Freshman Sophomore Junior Senior It's a good idea to have a musical jingle to start a podcast. 3.36 3.13 3.04 2.86 When I download a podcast I listen to it on my computer. 4.02 4.17 4.06 4.10 The 24/7 all day, any day availability of lesson podcasts is very important to me. 3.96 4.08 4.08 4.35 When I download a podcast, I listen to it on my IPod or Mp3 player. 2.41 2.13 2.53 2.62 I like that I can listen to lessons whenever I want. 4.40 4.26 4.48 4.56 I can listen to a podcast no matter where I am. 4.04 3.53 3.65 3.86 I like lesson podcasts because I can listen to them as many times as I like. 4.28 4.19 4.16 4.20 I learn better when I listen to a lesson than when I read it. 3.27 3.09 2.78 3.17 I can do other things while I am listening to a podcast. 3.28 3.34 3.14 3.27 I like the flexibility that a lesson podcast gives me. 4.18 4.07 4.08 4.15 Listening to lesson podcasts helps me learn on my own. 3.73 3.85 3.67 3.69 I like that my lesson podcasts are so portable. 4.09 3.84 3.97 4.12 Listening to class lessons is more important to me than reading them. 2.87 2.76 2.52 2.65 Relationship between gender and perceived utility of lesson podcasts Mean Scores Male Female It's a good idea to have a musical jingle to start a podcast. 2.95 3.22 When I download a podcast I listen to it on my computer. 4.16 4.05 The 24/7 all day, any day availability of lesson podcasts is very important to me. 4.07 4.10 When I download a podcast, I listen to it on my IPod or Mp3 player. 2.05 2.33 I like that I can listen to lessons whenever I want. 4.51 4.35 I can listen to a podcast no matter where I am. 3.81 3.73 I like lesson podcasts because I can listen to them as many times as I like. 4.29 4.17 I learn better when I listen to a lesson than when I read it. 3.03 3.10 I can do other things while I am listening to a podcast. 3.21 3.29 I like the flexibility that a lesson podcast gives me. 4.09 4.13 Listening to lesson podcasts helps me to learn on my own. 3.74 3.74 I like that my lesson podcasts are so portable. 4.05 3.96 Listening to class lessons is more important to me than reading them. 2.64 2.74 Relationship between podcast aptitude and perceived utility of lesson podcasts Enjoy Innovative Technology Comfortable with Technology r Sig r Sig Convenience Factors .236* .000 .292** .000 Listening enables better learning .213** .000 .137* .017 Technology portability .322** .000 .162** .005 **. Correlation is significant at the 0.01 level. *. Correlation is significant at the 0.05 level. Relationship between podcast aptitude and perceived utility of lesson podcasts Enjoy Innovative Technology Comfortable with Technology r Sig r Sig Enjoy innovative technology .107 .000 .205* .000 Comfortable with technology .174** .002 .239* Tone usage male and female 1 .426** .000 Length, jingle, quality .426** .000 1 **. Correlation is significant at the 0.01 level.