Podcasting in Teacher Education Can Enhance Critical Discourse and Collaborative Learning: Reflections From Researcher-Practitioners

Abstract

This study investigates the impact of podcasting on student engagement and learning within two distinct higher education modules: Information and Communication Technologies (ICTs) for Learning and Sociology of Education. Employing a Design-Based Research approach, the study integrated podcasting activities into these courses, exploring how this innovative pedagogy could foster critical thinking, creative expression, and collaborative learning. Drawing upon Gibb's reflective cycle for practitioner reflection, the study examined how podcasting can enhance student engagement and learning. Key findings reveal that podcasting significantly enhanced student engagement, with students demonstrating a deeper understanding of course content through critical listening and analysis of existing podcasts and by creating their own podcasts on educational topics related to the modules. Furthermore, podcasting fostered student autonomy and flexibility through asynchronous learning opportunities. Collaborative learning was significantly enhanced, as students engaged in peer feedback, group discussions, and shared decision-making during the podcast creation process. Notably, podcasting facilitated the creation of "third spaces" for learning, where students engaged with academic content in more personalised and reflective ways. This study provides valuable insights into the effective integration of podcasting into higher education curricula, stressing the importance of considering diverse learning styles, fostering critical listening skills, and creating supportive learning environments for successful implementation.

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Author Information
Delecia Davids, Stellenbosch University, South Africa
Elzahn Rinquest, Stellenbosch University, South Africa