Assessing the Use of Enhanced Podcasts: Learning vs ... · podcasts used 74 52 6 6 -10 podcasts...
Transcript of Assessing the Use of Enhanced Podcasts: Learning vs ... · podcasts used 74 52 6 6 -10 podcasts...
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Assessing the Use of Enhanced Podcasts:
Learning vs. Attendance
Jane Holbrook and Chris Dupont
Centre for Teaching Excellence and Dept of Biology –
University of Waterloo
May 6th, 2009
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Overview
Using enhanced podcasting in Chris Dupont’s
Biology classes
Surveying the students
The stories that the initial survey results are
telling us
Should you do this in your class?
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The Project
Enhanced podcasts – created using “Profcast”
10 classes – over 2 years –mostly Science students
So far data from 472 students in year 1A/B to 5A/B
The survey - 22 questions
3 Stories
https://uwangel.uwaterloo.ca/uwangel/default.asp
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Story #1 - Why are students missing class?
8:30
lecture !
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The Questions:Rate how helpful podcasts were for the following:
Understanding the course material.
Reviewing specific topics.
Making notes.
Studying for examinations.
Replacing missed lectures.
Understanding overall course concepts.
Understanding details of certain topics.
Also rate the degree to which:
having the audio component of the podcast helped you learn the material
having the freedom to repeat sections of the lecture through the podcast helped you learn the material.
having control of the pace of the podcast helped you learn the material.
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Story # 2 – Were the podcasts helpful ?
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Story # 3 – Importance having access to
podcasts played in your decision to miss
class
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Spearman
correlation: #
podcasts used
and # times
missed = .334
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Comparing groups:
Missed 0 -2 classes Missed 3 – 10
classes
Missed more than
10 classes
1- 5
podcasts
used
74 52 6
6 -10
podcasts
used
28 44 5
> than10
podcasts
used
48 80 50
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Comparing groups:
Missed 0 -2 classes Missed 3 – 10
classes
Missed more than
10 classes
1- 5
podcasts
used
74 52 6
6 -10
podcasts
used
28 44 5
> than10
podcasts
used
48 80 50
No difference in how helpful the two groups found the podcasts on most
scales. Podcasts played an important role in the green’s decision to miss
class.
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Comparing groups:
Missed 0 -2 classes Missed 3 – 10
classes
Missed more than
10 classes
1- 5
podcasts
used
74 52 6
6 -10
podcasts
used
28 44 5
> than10
podcasts
used
48 80 50
Green group found podcasts significantly more helpful on most scales.
Podcasts played an important role in their decision to miss class.
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Comparing groups:
Missed 0 -2 classes Missed 3 – 10
classes
Missed more than
10 classes
1- 5
podcasts
used
74 52 6
6 -10
podcasts
used
28 44 5
> than10
podcasts
used
48 80 50
Yellow group found podcasts significantly more helpful on all scales. No
diff between groups in importance having access to podcasts and their
decision to miss class.