Podcasting in Higher Education 1

Running head: PODCASTING IN HIGHER EDUCATION

Podcasting in Higher Education: A Qualitative Study

Amy N. Payne

Department of Technology Education

The University of Southern Mississippi

 Podcasting in Higher Education 2

ABSTRACT

The purpose of this qualitative case study was to explore the uses of podcasting by higher

education instructors both in traditional and online courses. Interviews used in this study to

collect data consist of a distance learning coordinator, one e-services coordinator, and five other

higher education teachers. The results of this study take you through the stages of the

innovation-decision process of podcasting and the uses of this innovative tool in

classroom/online instruction. The research paper examines varying technology and software

used for the implementation of podcasting into the courses and shows varying rates of adopters.

Some of the barriers and limitations affecting the use of podcasting in online and traditional

courses are described that have affected the adoption or discontinuance of the podcasting tool.
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Introduction

Podcasting or RSS feed is a recent phenomenon to hit the education sector both in K12

and higher education. Newspapers, magazines, radio/ television stations, and now religious

groups are other areas that have adopted the use of podcasts [ CITATION Descy \l 1033 ]. Podcasts

are audio or video files that users can download to the computer or other electronic devices.

Users can then listen to these files directly from that computer or a variety of portable devices

such as an MP3 player, mobile phone, or an IPod [ CITATION Cook \l 1033 ]. Listeners can also

subscribe to podcasts through the use of an RSS feed1. The versatility of being able to use these

devices “on the go” makes the technology attractive to a lot of individuals [ CITATION Harris \l

1033 ].

This study examines how the innovation of podcasting has diffused throughout higher

education both in the traditional and distance/online learning platforms. A cross section of

disciplines and higher education institutions were included in the sampling of chosen participants

to study the process of adopting, reinventing, or discontinuing podcasting as an innovative

instructional tool. The qualitative study examines the educator’s adoption process, describes

how the technology has been implemented, and how they are using podcasts in the classroom.

Findings from the study are based on interviews conducted following Everett Rogers’

innovation-decision model. These findings will allow potential adopters to determine what

technology and software is required to create podcasting projects of their own. Additionally, the

study discusses the rates of success/failure with the adoption of the innovation and podcasts’

future diffusion in the area of education.

1
RSS feed or Really Simple Syndication allows subscribers to be notified automatically

via email eliminating having to go to a site to see if new material [ CITATION Harris \l 1033 ].
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Literature Review

Podcast is used as a general term to describe several different contexts for using the

technology:

 Podcasts—audio recorded lectures that allow students to download the file onto a

portable technology medium or listen via desktop computer.

 Screencasts—used for demonstration purposes where a teacher/presenter records

actions being made on a computer with audio overlay [ CITATION Klapperstuck \l

1033 ].

 Vodcasts—include both audio and video information [ CITATION Hew \l 1033 ].

Podcasts can be created several ways. First, a presenter can use digital voice recorders

that are now relatively inexpensive. There are also MP3 players with recording capabilities that

allow teachers to wear the device around their necks while teaching the course [ CITATION

Copley \l 1033 ]. Many teachers that are currently implementing podcasting in their classrooms

say that a good microphone is essential, and using a computer with a built-in microphone is not

best when considering sound quality. Headsets with microphones are now available for less than

$10, and these seem to be the most favored. Current users of podcasts in teaching suggest future

adopters complete one of the many free online editing tutorials, and this enables connections

with other teachers about podcasting strategies. Additionally, finding an online host to store the

podcasts once they are created (Kramer, 2009) such as iTunesU [ CITATION Copley \l 1033 ] or

Windows Live [ CITATION Hos10 \l 1033 ] is suggested.

Software is another consideration when determining the use of podcasting. Currently,

there are many different types of software available and some are offered at no cost. For

Windows users, Audacity is available for free, and with Windows Vista and Windows 7 there is
 Podcasting in Higher Education 5

Sound Recorder that allows recording and Windows Movie Maker for editing (Kramer, 2009).

RecordForAll is a software that provides recording and editing capabilities for Windows users,

however, the program is fee based. Files created using this software are available in MP3,

WAV, and WMV formats [ CITATION Klapperstuck \l 1033 ]. Apple users have Garage Band

software that offers recording and editing capabilities (Kramer, 2009) and Audio Hijack Pro that

will record any sound the computer makes from virtually any application such as a presentation,

Skype, or input through a microphone [ CITATION Klapperstuck \l 1033 ].

Distance education students tend to prefer podcasting in the online environment due to

the fact it gives them the connection to the human voice that they ordinarily wouldn’t have in

this particular class format. Students also like the on-demand availability of the lectures and the

individuality it presents with being able to customize the class with their schedule and pace. It

affords them the play back functionality if they need to review material multiple times and can

coincide with other tasks (Lee, 2007).

Many want to know if podcasting offers a true benefit to student learning outcomes. It is

really too early to tell and there isn’t a lot of research available to suggest either way. There

have been a couple of studies that have tried to evaluate this either by surveying students to gain

insight from their podcasting experience in retrospect, and studies that looked at test scores,

quizzes, and grades. In a survey done of 30 post graduate marketing students, 96% felt that

podcasting had benefitted them in the course. In another study done of 42 health science

students, 70% felt that podcasting benefitted their outcome in the class. Many stated that

through the use of podcasts they could go back and review specific information they missed or

needed clarity on prior to taking a test [ CITATION Hew \l 1033 ].

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In a different study that didn’t rely on student feedback but solely on test scores from the

class—one controlled group received a transcript of the audio file while the other group received

the audio format. A group of 50 students were randomly placed in either group over a six week

period with six lectures in the written or digital format. At the end of the six week period both

groups were evaluated with a 32 multiple choice question test. The group that had received the

written version of the audio files improved by 43% the group receiving the podcasts improved by

46%. Although many studies consistently show that students perceived podcasts to genuinely

help their overall success in a course there is no significant documented evidence to support this [

CITATION Hew \l 1033 ].

Problem Statement

The purpose of this study is to evaluate the benefits and drawbacks to using podcasting in

both online and traditional courses. With the growing number of students enrolled in online

courses in K12 and higher education institutions and technology becoming as ubiquitous as it is

in our society one may question does it offer a benefit to student learning outcomes. In teaching

an online course instructors may be limited in resources available to target different learning

styles; some may rationalize that podcasting would benefit auditory learners and through the

utilization of screen casts and vodcasts target visual and auditory learners. This study

investigates the innovation-decision process of podcasting using Rogers as a model to find

answers to these major research questions:

1. How was the participant persuaded to form a favorable or unfavorable attitude

towards this innovation? Additionally, did someone help in the decision to adopt and
what were the diffusion networks (e.g., opinion leader, change agent)?
2. Who made the innovative decision to adopt the innovation tool? If this decision was
individual-based, then how did the participant arrive to this decision? If this decision
was collective-or organizational-based, then who was the leader behind the decision?
3. Identify which adopter categories (e.g., innovator, early adopter, late adopter) does
the participant fall into?
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4. How did the participant implement the innovation into their instruction and what
advantages or limitations were experienced during the implementation phase. Also
identify if any re-invention occurred to adapt the innovation tool to better
accommodate their needs.
5. Identify whether or not the participant is at a confirmation with the innovation and its
functions.
6. Explore any anticipated or unanticipated consequences from this diffusion of
innovation process.
7. What are some barriers or limitations facing the use of podcasting in higher
education?
Methodology
This qualitative research study investigates the experiences of instructors, innovative

adoptors, and change agents regarding their uses of the innovation podcasting in higher

education. The study was conducted using an in-depth interviewing method (Bogdan, 1992) of

higher education faculty that utilizes podcasting in traditional and online courses. The study

investigated the innovation-decision process of seven individuals who have adopted, reinvented,

or rejected the innovation tool of podcasting.

Study Participants

In this study, seven participants were selected and interviewed based on varying rates of

implementation of the innovation in their courses. Considerations were made based on

participants’ varying levels of courses in which they teach encompassing community college,

junior and senior level undergraduate and graduate level instructors. All participants were

chosen based on the fact that they had constructed a podcast and used it in their course(s). The

instructors’ disciplines and schools in which they teach are varied, although all were public

higher education institutions within the same state. Diverse schools were chosen intentionally to

generate various adoption practices within the classroom and on campus. Additionally, the

diffusion networks the instructors fall in were diverse. Two of the participants can be

categorized as change agents/opinion leaders since they train instructors in new innovations in
 Podcasting in Higher Education 8

technology tied to the course management software on campus. While all of the participants

interviewed are at a confirmation with the technology and its benefits both in online and

traditional courses. The instructors vary with the rate of implementation of the technology in

their classes.

In Table 1 below are all of the participants that were interviewed during the qualitative

study. Throughout the paper participants will be referred to as Participant 1, Participant 2, and

so forth based on how they are numbered in the column under the heading Participant. The

teaching discipline among the participants varies quite extensively and can be seen below. All of

the participants teach, one of the interviewees is also a Director, of the E-Learning department on

a community college campus and is quite influential in new technology being utilized at the

school where they are employed.

Table 1: Summary of study participants

Participants Job Title Teaching Platform Teaching Arena

1 E Services Coordinator Online Office Administration

2 Director of E Learning Online Human Growth &

Development

3 Adjunct Instructor Online Introduction to Sociology

Marriage & Family

4 Faculty Instructor Online Anatomy & Physiology I & II

Traditional Biology I

5 Faculty Instructor Online College Math

Traditional Intermediate Algebra
College Algebra
Trigonometry
Real Number Systems
Geometry
Calculus Sequence
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6 Associate Professor & Online Principles of Public Relations

Head Communication Traditional

7 Professor Instructional Online Traditional Methods

Systems & Workforce Traditional (School of Education)
Development
Design

“By the term qualitative research…it is any type of research that produces findings not

arrived at by statistical procedures or other means of quantification” (Strauss 1990). This type of

research design was chosen to research lived experiences, feelings, and opinions (Strauss 1990)

of the participants in the study to determine the stage of the innovation decision process the

participants are in with the utilization of podcasting in their courses. Statistical data was not

utilized in the study since perceptions and personal experiences based on their decisions to utilize

podcasting in their classes were the purpose of the study. All of the participants believe in the

benefits of podcasting in both traditional and online teaching platforms. Based on the feedback

from the participants instructors who may be considering using podcasting in their classes may

be persuaded to try the innovation.

Instrument

The data collection process for this study consisted of completing interviews with the

seven participants. Interviews with each of the study participants averaged about 40-50 minutes

in length. All of the interviews were conducted face-to-face with the exception of three. Since

these three participants taught at different institutions across the state; an interview by phone was

conducted lasting approximately the same amount of time as the face-to-face interviews. The

interviews were semi-structured based on pre-defined questions that allowed deviation for new

information to surface (Nichols, 2009). The interview protocol consisted of questions that were
 Podcasting in Higher Education 10

designed to prompt the participant to address each stage of the innovation-decision process (see

Appendix). By using these open-ended questions, dialog was encouraged and information

regarding personal teaching experiences of incorporating the technology into the classes was

shared.

Procedures

A goal of this qualitative study was to take the reader through the participant’s innovation

decision process surrounding their implementation of podcasting in their classes. The interview

data was recorded during March 2010 and the procedure of data analysis involved (a) organizing

and cleaning data, (b) generating data categories based on Roger’s model of the five stages of the

innovation decision process, and (c) validating and reporting the findings (Wang).

During the process of organizing and cleaning data forms were created with the questions

and the participants’ responses were transcribed to the forms during the interviews. When

breaking the data into the categories based on Roger’s model each stage was listed (1)

Knowledge, (2) Persuasion, (3) Decision, (4) Implementation, (5) Confirmation and wrote the

different responses were written from each of the participants under the various stages. This

helped to validate and report the findings in this study.

Findings

“Diffusion scholars have long recognized that an individual’s decision about an

innovation is not an instantaneous act. Rather, it is a process that occurs over time and consists

of a series of different actions” (Rogers 169). Interviewing questions follow Rogers’ model of

the sequential stages an individual goes through while making an innovation decision. In this

study participants describe how they (1) were exposed to the innovation and how it works (2)

formed a positive or negative attitude towards the use of podcasting in education, (3) began using
 Podcasting in Higher Education 11

podcasting in their classes, (4) incorporated podcasting into their classes, (5) gained support for

and continue to use this innovation or have abandoned its use.

Knowledge

Knowledge occurs when an individual first becomes aware of an innovation and develops

understanding in how this tool works (Rogers 2003). There are three types of knowledge about

an innovation: (1) awareness knowledge, (2) how-to knowledge, and (3) principles knowledge.

Awareness knowledge is when an individual first becomes aware that the innovation exists and

during this time they may become motivated to gain more information moving them into the

other stages. How-to knowledge is comprised of developing an understanding of how to use the

innovation properly, and principles knowledge entails dealing with the underlying principles of

how the innovation works. While all of these areas are concentrated at the knowledge stage,

sometimes the later two categories will occur at the persuasion and decision stages.

Participants in this study indicated they first gained awareness of the innovation’s

existence in between the years of 2006-2009 in a variety of different ways.

It was while I was working on my Masters in Instructional technology at Florida

State University that I first became aware of podcasting. In one of my classes I
had an instructor use podcasting in a lecture series he did for the course. A few of
my other instructors used podcasts of their lectures in the online courses I took
(Participant 1).

I would have to say it was in a meeting where a committee approached me asking

me to pilot podcasting in my online courses. The committee consisted of the Vice
President of Academic Affairs, the Director of E Learning, and some teachers
across campus. In the meeting they showed us a podcast of a lesson, and showed
the ITunesU site. We were asked to pick a topic and create a vodcast teaching
that topic as a pilot for the school joining ITunesU. While I may have heard the
term podcast prior to the meeting; this was the first time I had really paid attention
to what it was (Participant 4).
I first began to use ITunes for podcasting three to four years ago for the purpose
of listening to Harry Potter and upcoming features in the new book series. It was
during this time that I discovered there were also Math podcasts on the ITunes
 Podcasting in Higher Education 12

site. I began to listen to some of these and incorporate them into my classes and
later began creating my own to incorporate in the math courses I teach
(Participant 5).

Persuasion

During the persuasion stage an individual develops either a favorable or unfavorable

position regarding the innovation. At the persuasion stage the main type of thinking is affective

(or feeling) and until an individual knows about the new concept they cannot begin to develop an

attitude about it (Rogers, 2003).

In my online courses I felt like students needed different approaches to choose

from to help them learn the course material. I had previously received a residency
grant through the NLS to measure different learning outcomes in online courses
and wanted to better address this need in my own classes. As a result of the grant I
had learned that students score 5-8 points lower on exams in online courses. By
creating audio lectures of my study guides for students to listen to I serve the
auditory learners in my class (Participant 3)

I am convinced of podcasting’s success in the classroom by listening to teachers’

excitement that use the technology in their classes and hearing their positive
results from its implementation (Participant 2).

While listening to an Apple Educational Director promoting ITunes U at a

conference recently she described students of today. In a video clip that
interviewed a traditional college student it showed a young man with earphones.
The interviewer stopped him and asked him what he was listening to. On one
earphone he was listening to a podcast of his history lecture and in the other ear
he was listening to music on his IPod. Once I saw this I realized that the young
people of today are learning differently and the educator is going to have to adapt
(Participant 1).

The persuasion-adoption discrepancy can sometimes occur by a cue-to-action event

occurring that can result in a behavioral change. This behavior was exhibited by one of the

participants in the study.

In a faculty senate meeting conducted by the Provost he was speaking on

podcasting and there was discussion of piloting the technology in some of the
classes across campus. The Associate Provost was seated beside me and
volunteered me to pilot it in my classes. While I was interested in piloting the
innovation in my classes; once the Associate Provost volunteered me I really felt I
had no choice but to agree to try the technology (Participant 6).
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Decision

During the decision stage the individual engages in activities that lead to the adoption or

rejection of an innovation. Generally before adoption occurs an individual will use the

innovation on a trial basis for a period of time before deciding to adopt. During this stage

potential adopters seek information about the innovation. Individuals may also decide to reject

the adoption of the technology just as easily. Rejection can also occur after a decision has been

made to adopt which is referred to as discontinuance. In this stage you also have change agents

who advocate for the adoption, and may try to increase the observability of an innovation to

speed up the rate of adoption.

A committee was formed on campus consisting of the Vice President of

Academic Affairs, the Distance Learning Coordinator, and some other
faculty on campus. I was asked by the committee to pilot using
podcasting in my science classes, because the school was working towards
becoming a part of ITunesU. It wasn’t that I was opposed to using the
technology in my classes, but it forced me to take the time to create a cast
since they were depending on me to create it (Participant 3).

A rival school we work closely with became the first community college
in the state to join the ITunesU community. This lead us to want to also
become a member, and we requested that Apple send us the information.
A committee was formed on campus made up of the E learning and IT
staff, and several faculty members who teach online. Faculty from the
committee began piloting the podcasting technology in their classes and
that was how it began (Participant 1).

Demonstrations were consistent in the findings of the study and “…perform two quite

different functions: (1) experimental demonstrations, which are conducted to evaluate the

effectiveness of an innovation under field conditions, and (2) exemplary demonstrations, which

are conducted to facilitate diffusion of the innovation to other units.” (Author, Year, and Page

number needed for direct quotes). These types of demonstrations can be mistaken as a single

demonstration anticipated fulfilling both purposes (Rogers, 2003year).

 Podcasting in Higher Education 15

The school had a demonstration done of podcasting showing us how we could

incorporate the casts into our classes. This was the first time I had really seen
how it worked and could be used in teaching (Participant 2).

Implementation –

An individual must put podcasting to use for implementation to occur. Prior to this stage

an individual has been purely considering using the innovation. According to Rodgers for

implementation to occur an individual must not only make the decision to adopt this innovation

they must use podcasting in their course (Rogers 2003).

Many of the interviewees mentioned several things they learned during the

implementation of the technology by “trial and error”. The overall consensus was “use a good

quality microphone”. Several also mentioned they learned not to be chapter, page, or book

specific and when possible keep it “concept based” or as general as possible about the subject

being covered. This ensures the teacher will be able to use the podcast for years to come or may

be more conducive for posting on ITunesU that may target a broad audience.

Vodcasts work best with any math course because the students need to hear as
well as see how to work a problem. By using a sympodium pen it digitally
records the problem as I work it with audio overlay. Students can watch how the
problems are worked over and over again. This is particularly helpful in math
since repetition is so important. Keeping it concept based such as “polynomials”
versus chapter specific allows the casts to be used for many years (Participant 5).

Many interviewees mentioned too that podcasting requires a great deal of planning since

when recording interruptions with technology and other un-planned people may occur.

When I initially began trying to podcast I would get frustrated. I would have set
aside time to make a recording, get everything set up, begin recording, and then
the phone would ring or someone would come to the door. Through this I have
learned to set aside several hours a week for making recordings (Participant 3).
 Podcasting in Higher Education 16

One participant in the study experienced “….re-invention, defined as the degree to which

an innovation is changed or modified by a user in the process of its adoption and implementation

(Rogers 180).”

Initially when first beginning to use podcasting in my classes I would record the
entire lecture in one cast that may consist of an hour of audio. Through feedback
from students I re-invented this process by making several podcasts only lasting
approximately 8-10 minutes rather than one long continuous recording. Students
seemed to respond better to this method and were much more favorable to using
them in this way (Participant 7).

Confirmation

When an individual reaches the stage where they recognize the benefits of utilizing

podcasting in their courses they have reached the stage of confirmation. At this stage of the

innovation-decision process podcasting integrated into ones ongoing teaching routine, and the

user is likely to promote the use of podcasting to others. One may however reverse the use of the

innovation if they should be exposed to conflicting information regarding the use of podcasting

which results in “discontinuance” (Rogers 2003).

One of the interviewees teaches for a university that has classrooms equipped with ITS

recorders. The recorders are configured with wireless microphones and automatically record

podcasts of anything occurring during a class by the “flip of a switch”. Podcasting has been used

in every class taught by this instructor since 2006, and is part of their ongoing teaching routine.

Students in my class subscribe to an RSS feed for the course at the beginning of
every semester. Every day when I enter class I put on my wireless microphone
and flip the ITS recorder to “on”. The entire lecture and any discussions that may
occur during class is recorded. Within an hour of class ending students receive an
E-mail via RSS feed of lecture (Participant 6).
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