A reflection on the use of podcasts on
Management of Business Finance, a core final year
Business Studies module
Mary Kelly
Department of Accountant
Ulster Business School
Motivation
• New module co-ordinator
• Pass rate of 65%
• Conversation with an ex-colleague
Overview and Context
Management of Business Finance is a core module at
level three of the Bachelor of Business Studies, with 115
students registered on this module.
The module looks at a range of topics pertinent to a
manager operating in business and involved in decision
making including, investment appraisal, sources of
finance and managing working capital.
Investment appraisal?
Working capital management?
Dividend policy?
Cost of capital?
Portfolio theory?
Business students have historically found this module very difficult, and in
particular, developing the skills and confidence to evaluate, and present a
range of financial options.
Educational podcasts
Some early evidence and thoughts.
N Robson and J Greensmith
International Journal of Management Education
2009,8 (3)
Research
Use of podcasts for an accounting module
(Managing Finance) for Undergraduate business
students at the University of the West of
England
Research
• Students have an increasing interest in
podcasts for teaching and learning (Nie, 2006)
• Students have indicated that they may be a
valuable revision tool (Evans, 2008: Waraich,
2008)
• “More effective than revising from textbooks”
(Evans, 2008)
Research
• Opportunity for mobile learning. Offers a
“higher degree of lifestyle integration”. (Lee
and Chan, 2007)
• Studies on the effectiveness of multi-media
indicate that information received via one
sensory channel is not processed and stored
as well as information received from two.
(Mayer and Moreno, 2003)
Rationale
The module content was reviewed at the start of the
module preparation with the objective of identifying
ways and opportunities to provide students with
additional on-line support to enhance their learning.
It was felt by the module team that there was scope for
supporting the students in acquiring the knowledge and
developing technical skills with the selective use of
podcasts.
Objectives
The objective of the podcasts was to provide an
opportunity for the students to learn in their own
time and environment, at an appropriate pace, with
the use of podcasts illustrating and evaluating the
techniques applied.
High attendance at lectures (90%+) but poor
attendance at seminars (40%-50%)
Approach
Four podcasts have been introduced to students
on two of the seven topics of the module. These
are the technical/numeric topics (Investment
Appraisal and Interpretation of Financial
Statements)
The podcasts were made available at times to
enable the students to prepare for an in-class
test (2 podcasts) and for revision focus for the
end of term examinations (all podcasts)
Approach
•
•
•
•
•
Audacity 1.3 – free download
Headphone
Audio podcasts - 5-7 ,minutes long
No music – very simple
Supported with word files containing the
questions and answers
Challenges
• Challenges encountered to date include
attaining a level of understanding of the
technologies available to use and developing the
necessary range of skills to complete a podcast.
• Embarrassment when listening to my own voice
• Misuse of the recordings
Challenges
An unexpected problem has been the difficulties
experienced by the students in accessing the
podcast on campus and off campus.
This lead to the need for additional support
from the information technology staff at the
Ulster Business School.
Student survey
Questionnaire
71 students completed the survey in week 12 of
the semester
Results
• 65% of students surveyed accessed the podcasts
up to week , a total of 282 times, culminating in
nearly 24 and a half hours of student access time.
• An additional 14% intend to use the podcasts as
part of their revision
• The number of times the podcasts were accessed
as part of the revision period i.e. in the four
weeks leading up to the examination, was 360
times , a total of 18.85 hours of student time.
Results
• 93% of students accessed the podcasts up to 5
times, with 51% accessing up to 3 times
• 83% deemed the podcasts the appropriate
length, with 17% stating it was too short
• 91% found the pace to be appropriate
• 96% believed the content to be set at the right
level, not too technical or too academic.
Results
• 13% of students surveyed could not access the
podcasts, citing reasons as not having
headphones or unable to access.
• 74% of students accessed the podcasts from
home only with 9% accessed the podcasts
exclusively on campus. All used a computer.
• 17% used both locations
Results
• 78% of students surveyed said that the
podcasts helped their learning, with 50%
stating an extensive improvement
• 98% of students would like to see more
podcasts used across all modules and in
particular the accounting and finance modules
Student Feedback
“they are good as they are” “think they were very good”
“really helpful”
“more would be beneficial”
“well detailed”
“was fantastic – would be good if incorporated across all
modules but particularly number based”
“use simpler English”
“I think it is great and all
modules should use it”
Conclusions
Additional podcasts targeted at appropriate
areas and times
Support and information to students using
podcasts at home
Department log of podcasts
Next step
• Use of screen casts
• Audio and visual