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Internet and Higher Education 12 (2009) 88–92
Contents lists available at ScienceDirect
Internet and Higher Education
Podcasting in higher education: What are the implications for teaching and learning?
Steven Lonn a,⁎, Stephanie D. Teasley b
a
b
School of Education and USE Lab, Digital Media Commons, University of Michigan, 3350 Duderstadt Center, 2281 Bonisteel Blvd., Ann Arbor, MI 48109-2094, USA
School of Information and USE Lab, Digital Media Commons, University of Michigan, 2252 SI North, 1075 Beal Ave., Ann Arbor, MI 48109-2112, USA
a r t i c l e
i n f o
Keywords:
Podcasting
Media in education
Multimedia/hypermedia systems
User perceptions
Teaching/learning strategies
a b s t r a c t
A podcast is any digital media file, or series of files, distributed over the Internet for playback on portable
media players and personal computers. This study explored the attitudes, perceptions, and use of podcasting
as reported by instructors and students at a large American Midwestern university. The results of two online
surveys were examined, focusing specifically on items related to teaching and learning. Findings suggest that
students use podcast materials largely for reviewing concepts and issues raised in lectures that they have
previously attended. While instructors and students agree that podcasts help students learn, students are less
sure about whether podcasts improve instructors' teaching. The authors argue that podcasts can help
instructors change face-to-face instruction from traditional didactic lectures to more constructivist learning
practices.
© 2009 Elsevier Inc. All rights reserved.
1. Introduction
1.1. Podcasting in higher education contexts
Take a stroll across the campus of any major college or university
today and you will inevitably see students with white earbud
headphones nestled in their ears. Recent studies indicate that more
than 80% of American college students own at least one portable audio
device like an iPod that can download and play audio and, sometimes,
video recordings (Lum, 2006). As institutions of higher education
begin integrating podcasting into courses, questions arise about the
implications of this technology for teaching and learning. Is podcasting a technological tool that can expand the “space” where learning
occurs (e.g., Zukowski, 2007), or will students inevitably stop coming
to lecture sessions that can simply be downloaded and professors
relegated to recording their thoughts into a microphone (e.g.,
Schneider, 2006)? These questions are paramount as podcasting
moves from audio and video entertainment to potential learning tools.
This study explored the attitudes, perceptions, and reported use of
podcasting by instructors and students from a large university where
podcasting and a learning management system (LMS) supplement
traditional face-to-face classroom instruction. Results were examined
from two online surveys, one specifically about podcasting and one a
more general IT/LMS survey, focusing specifically on items related to
teaching and learning.
A podcast is a method for distributing any digital media file, or
series of files, over the Internet for playback on portable media
players, such as iPods, and personal computers (Lazzari, 2009). These
files can either be downloaded individually or via a subscription feed
and aggregator that finds the most recent materials automatically.
Thus, instructors who record and distribute their lectures via
podcasting provide their students with audio/video materials that
can be easily downloaded on an automatic and regular basis. Audio
and video podcasts can “provide students with the ability to learn ondemand based on their own learning styles” and can also provide a
mechanism that motivates students to “actively engage in the course
content” (Fisher & Baird, 2006, pp. 8, 22).
The majority of today's students co-construct a social reality and
establish norms for participation through multiple online information
sources. They demonstrate digital fluency by simultaneously operating and managing numerous devices and multiple media types
including cell phones, the Internet, and television (Hsi, 2007). With
the proliferation of iPods and easily shared video through websites
such as YouTube, learners are also gaining digital fluency in audio and
video media formats which are slowly beginning to creep into higher
education through technologies such as podcasting. Using iPods and
podcasting for higher education gained national notoriety when Duke
University passed out free iPods to its entire freshman class in the fall
of 2004. While some skeptics derided the giveaway as a gimmick,
Duke found that 75% of freshman surveyed reported that they used
the devices in at least one course and that the iPods allowed students
to replay important passages from lectures on their own time (Read,
2005). Many other higher education institutions such as Yale, MIT,
⁎ Corresponding author. Tel.: +1 734 615 4333; fax: +1 734 615 2818.
E-mail addresses: slonn@umich.edu (S. Lonn), steasley@umich.edu (S.D. Teasley).
1096-7516/$ – see front matter © 2009 Elsevier Inc. All rights reserved.
doi:10.1016/j.iheduc.2009.06.002
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S. Lonn, S.D. Teasley / Internet and Higher Education 12 (2009) 88–92
89
Purdue, Stanford and UC Berkeley have begun making audio and video
lectures available to their students via a password-protected service as
well as publicly using iTunes U, a clone of Apple's iTunes Store (Brown
& Green, 2007).
As the literature on the use of podcasts has grown, there is a
disagreement about whether this technology is beneficial for student
learning. Several studies have shown that podcasting has a similar
effect on student learning as other review materials (e.g., Copley,
2007). Both Deal (2007) and Lazzari (2009) found that podcasting
does not have a positive effect on students' grades. A study by
McKinney, Dyck and Luber (2009) found that students only benefited
from podcasts if they took notes, listened to the podcast several times,
and generally behaved similarly to the way they already do during
lecture sessions.
By contrast, several research studies have shown that podcasting
can be an effective learning tool. For example, students in business
(Evans, 2008) and dentistry (Brittain, Glowacki, Van Ittersum, &
Johnson, 2006) reported that using podcasts helped them revise their
notes more effectively than using the textbook. Stoten (2007) argues
that the prevalence of podcasting keeps increasing because it gives
instructors in nursing education “the option to take the learning to the
learners when they have time to learn” (p. 57). A history professor,
writing about his own instruction, reported that podcasts freed up
time for in-class discussion and higher order learning activities (Vess,
2006). Used for distance education in a wide variety of subject areas,
podcasting has been shown to be effective in reducing isolationinduced anxiety and promoting a sense of belonging to a community
of learners (Lee & Chan, 2007). Furthermore, podcasting amplifies the
sense of contact between students and instructors and thus is able to
increase students' motivation while respecting the different ways in
which students learn (Fernandez, Simo, & Sallan, 2009).
This study looked at podcasting use at a large university in order to
reveal what kinds of materials are podcast, when those materials are
sent and accessed, and how and why those materials are used. In
addition, this study investigated whether students and faculty perceived
podcasting to have a positive effect on teaching, learning, and student
achievement. To gauge whether podcasting users were different from
users of more general information technology (IT) and a learning
management system (LMS), the study compared the results of two online surveys: 1) an online survey focusing specifically instructor and
student uses of podcasting and their attitudes and perceptions about
how this technology impacts teaching and learning, and 2) a general IT/
LMS survey administered annually on campus that also includes items
about the impact of technology on teaching and learning.
The LMS in use at this university is based on the Sakai communitysource architecture (http://www.sakaiproject.org). This LMS is
comparable to other popular systems such as Blackboard (http://
www.blackboard.com) and Moodle (http://www.moodle.org).
Approximately 85% of instructors and 99% of students use the LMS
for at least one course per school year (Lonn & Teasley, 2009). This
system has been in full production as the sole LMS for this campus
since 2004.
2. Method
3.1. Respondent characteristics
2.1. Setting
To describe the users of podcasting and iTunes U, respondents
were asked two general technology questions replicated from the
general IT/LMS survey and then compared these results to the general
survey responses. The first item asked respondents to rate their
expertise with computers (1 = Novice, 2 = Intermediate, 3 =
Advanced). Podcasting instructors rated their computer expertise
significantly higher than students rated their own expertise with a
small effect size, (t (890) = 3.103, p = .002; Cohen's d = .21) (see
Table 1). On the general IT/LMS survey, instructors and student
respondents were not significantly different on their self-reported
The participants in this study were instructors and students at the
main campus of a large American Midwestern university. According to
the Carnegie Classification of Institutions of Higher Education (http://
www.carnegiefoundation.org/classifications/), this institution is a
large, public, four-year research university with very high research
activity and a majority undergraduate enrollment. The university
enrolls approximately 26000 undergraduate and 15000 graduate and
professional students. Approximately 5700 faculty members are
employed by the university.
This study focused on the use of podcasting delivered via iTunes U,
accessible at the university using the local LMS. Instructors who used
iTunes U needed to make a request to the LMS support staff to have a
link placed on their LMS course page. In order to produce the media
for podcasts, instructors relied on a variety of software tools such as
Apple QuickTime™ and ProfCast (http://www.profcast.com). There
was no formal institutional support for instructors' production of
podcast media.
2.2. Data sources, participants, and procedure
This study used data from two data sources. An online survey
about podcasting was administered to all instructors and students
who used iTunes U in a single school year (fall and winter semesters).
Participants were invited via email. The survey instrument consisted
of 18 quantitative items and 3 qualitative short answer items that
asked participants about podcast media, reasons for podcasting, and
general opinions about podcasting technology and the iTunes U
interface. A total of 22 instructors (29% response rate) and 879 students (14% response rate) participated in the survey.
Selected data from a general online survey about IT and the campus
LMS (the general IT/LMS survey) conducted about two months before
the podcasting survey were also used to compare the results of the
podcasting survey with a larger campus population. All instructional
faculty and a random sample of 25% of university students (stratified
by school/college) were invited to participate in this survey via email.
This survey consisted of 27 items that asked participants their general
opinion about using IT for their courses and participants' perceptions
and opinions about the local LMS. Four of the general IT items were
used in this study based on their specific relationship to selected items
in the podcasting survey. A total of 1481 instructors (20% response
rate) and 2281 students (26% response rate) participated in the
general IT/LMS survey.
3. Results
The analysis for this study began by using two general technology
questions to help describe podcasting and iTunes U users. An
exploration about what types of materials were used for podcasting
and how often they were uploaded/downloaded followed. Then, the
analysis focused on how students listened/watched podcast materials
and investigated why students downloaded these resources. Finally,
the analysis explored instructor and student perceptions of how
podcasting improved teaching, learning, and achievement.
Table 1
Instructor and student computer expertise.
Podcasting survey
General IT and LMS survey
Instructors
(n = 21)
Students
(n = 871)
Mean
difference
Instructors
(n = 1479)
Students
(n = 2280)
Mean
difference
2.52
2.18
.34⁎
2.27
2.24
.03
⁎ p = .002.
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Table 2
Instructor use of and student preference for information technology in courses.
Podcasting survey
Table 4
How often instructors uploaded/students downloaded materials.
General IT and LMS survey
Instructors
(n = 22)
Students
(n = 867)
Mean
difference
Instructors
(n = 1479)
Students
(n = 2280)
Mean
difference
3.55
3.31
.24
2.92
3.32
.40⁎
Instructors
Students
n
Few times a
semester (%)
Few times a
month (%)
Once a
week (%)
Few times
a week (%)
Daily
(%)
21
871
14
67
9
16
24
8
48
8
5
1
⁎ p = .001.
level of computer expertise. Instructors using podcasting rated themselves higher for computer expertise than the instructors who responded to the general IT/LMS survey, and podcasting instructors
rated themselves higher than their students as well.
The second item on the podcasting survey asked respondents to
rate their overall use (instructors) or preference for use (students) of
IT in their courses (1 = none, 2 = limited, 3 = moderate, 4 =
extensive, 5 = exclusive). Both instructors and students responded
that most used/preferred an extensive level of IT in their courses (see
Table 2). In the general IT/LMS survey, there was a significant
difference between instructors and students with a medium effect
size: instructors reported using a moderate level of IT in their courses
while students preferred an extensive level, (t (3755) = 15.107,
p b .001; Cohen's d = .49). Comparing the podcasting survey results
with the general survey showed that the podcasting instructors rated
their use of IT higher than the instructor respondents of the general
IT/LMS survey, although the podcasting students’ preference for IT use
was nearly identical to the students responding to the general survey.
3.2. Podcast contents and when they were uploaded/downloaded
Focusing on podcasting use, the study examined what types of
materials were uploaded to iTunes U (respondents could select
multiple material types), how often instructors uploaded those
materials, and how often students accessed them. Sixty-four percent
of instructors responded that they uploaded audio-only lecture
recordings, the most popular type of uploaded material. Likewise,
52% of students reported that they downloaded audio-only lecture
recordings. Video recordings of lecture and slide shows with narration
(enhanced podcasts) were also popular types of materials (see
Table 3).
When asked how often they uploaded materials to iTunes U, 76% of
instructors responded that they uploaded materials once a week or
more frequently (see Table 4). Students, however, downloaded
materials far less frequently with 67% of students responding that
they downloaded materials only a few times a semester. Overall, there
was a significant difference in how instructors and students answered
this question (X2(4, N = 892) = 51.692, p b .001).
3.3. How and why students use podcasts
In order to better understand the context in which students were
engaging with podcast content, the podcasting survey asked students
how they most often listened to/watched materials downloaded from
iTunes U. Over three-quarters (76%) of students responded that they
most often listened/watched content on their laptop computers,
whereas only 9% responded that they used their iPod or other portable
audio device.
The podcasting survey also asked instructors and students what
they believed was the most common reason students downloaded
podcast materials (see Table 5). Nearly two-thirds of both instructors
and students responded that the most popular reason for students to
download materials was to review lecture material for a class they had
already attended. There were no significant differences between
instructors and students for this survey item.
3.4. Does podcasting improve teaching, learning, and achievement?
In order gauge respondents' perceptions of whether the use of
podcasting and iTunes U improved teaching, learning, and course grades,
instructors and students were asked to respond to three statements using
a 5-point Likert scale from 1 = Strongly disagree to 5 = Strongly agree
(see Table 6). These results were compared with those from the general
IT/LMS survey items that asked similar questions about the effects of
global IT use. Podcasting instructors and students responded positively for
all three statements and there were no significant differences between
these instructors and students. Instructors agreed more than students that
podcasting improved instruction, and students agreed more than
instructors that podcasting improved learning. These teaching and
learning items followed a similar pattern as items from the general IT/
LMS survey (see Table 7). In the general survey, instructors agreed
significantly more than students that IT improved instructors' teaching
with a small effect size, (t (3673)=7.530, pb .001; Cohen's d=.25) and
students agreed more than instructors that IT improved students' learning.
The podcasting survey provided an open-ended question for
instructors and students to express how they felt podcasting and
iTunes U contributed to learning. A qualitative analysis of the
instructor comments (n = 24) showed that several instructors (38%)
recognized that podcasting provided a mechanism for lectures to be
available for students to review for exams. For example, one instructor
responded:
“(Podcasting) makes lecture material available to students to
clarify questions and reinforce important messages.”
There was not, however, much evidence that instructors believed
that podcasting affected their own methods of instruction. Only one
instructor stated that their instruction changed as a result of using this
technology:
“(Podcasting) has made me focus more on articulate delivery of
material, the combination of visual and audio information and
interactivity. It has also helped me cut down on repetition in
lectures and so cover more material.”
Table 3
Types of podcast materials used by instructors and students.
Audio-only
lecture
recordings
(%)
Video
lecture
recordings
(%)
Slide shows
with
narration
(%)
Audio
summaries of
key lecture
points (%)
Other
(%)
22
64
27
23
0
27
879
52
44
33
3
6
N
Instructors
(uploads)
Students
(downloads)
Table 5
Most common reason students downloaded podcast materials.
Instructors
Students
n
Review lecture
material after
attending class (%)
Substitute
for class
attendance (%)
Interest in
supplemental
material (%)
Other
(%)
22
853
64
63
18
22
0
7
18
8
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Table 6
Podcasting effect on teaching, learning, and students' grades.
Item
Podcasting improved instructors' teaching
Podcasting improved students' learning
Podcasting had a positive effect on students'
grades
Instructors
Students
n
Mean
n
Mean
22
22
21
3.82
3.73
3.67
823
831
818
3.45
3.90
3.70
Mean
difference
.37
.17
.03
For student responses (n = 675), many confirmed that podcasts
helped them review lectures they attended (61%), catch up if they
missed a lecture (19%), or review points that were confusing (4%). For
example, one student explained how they used lecture combined with
podcast materials:
“When I have had a question about specific material presented in
lecture, and have been afraid to ask the professor to clarify the
information, I first listen to my iTunes recording to make see if I
can better understand the material myself. … I would say that
podcasting has contributed to my learning by giving me the
chance to re-clarify and better understand points discussed.”
4. Discussion
The analyses conducted in this study indicate that students use
podcast material largely for reviewing concepts and issues presented
in lectures that they have previously attended, replicating findings
from several other studies investigating the use of podcasting in
higher education (e.g., Brittain et al., 2006; Evans, 2008; McKinney
et al., 2009). These findings are contrary to earlier studies that have
reported instructors' concerns that students will stop attending
lecture en masse when recordings are readily available online
(Campbell, 2005; Fernandez, 2007). While instructors appear to be
diligent about putting up lecture materials weekly, students download
these materials only a few times during the semester, typically just
before quizzes and exams.
Students report listening to podcasting materials far more
frequently on their desktop or laptop computers than on mobile
audio/video devices. The “near-ubiquitous use of iPods” does not
appear to include students' use for formal education; students may
not listen/view to academic podcasts in the same way that they
consume other audio/video media using portable technologies
(Brown & Green, 2007). These data are consistent with findings in a
recent study showing that students' tendency to listen to podcasts on
their computer and not their mobile device is an artifact of preestablished habits in the way that students use and access web-based
information (Lee, Miller, & Newnham, 2009). Over time, the location
for students' consumption of podcast educational materials may
change as mobile digital devices become a more popular method for
accessing the Internet.
In this study, instructors and students agreed that podcasts help
students learn, but students were less sure that podcasting improved
their instructors' teaching. One possible explanation for this finding is
that instructors are simply capturing their typical lecture content and
not modifying in-class instruction. Contrary to assertions from other
researchers in education (e.g., Campbell, 2005; Cebeci & Tekdal,
2006), these data suggest that to date most instructors are not finding
ways for podcasting to change their teaching style. Only one instructor
in this study indicated that their instruction has changed as a result of
using podcasts in their courses (see quote above). By contrast, several
instructors commented that students would soon expect this type of
“service” just as they expect copies of PowerPoint slides to be available
online. If students currently view a lecture podcast as only another
91
reference resource, will more instructors be motivated to change their
in-class practice and begin to use face-to-face sessions for more
innovative and interactive activities? Roschelle (2003) states that:
“Every new generation of learning technology brings with it a new
deep conceptual issue that learning technologists must untangle
in order to unlock the learning value of raw technological
potential” (p. 260–261).
As the quote above suggests, before any real value for learning can
be demonstrated with this technology, the research on educational
use of podcasting needs to address the conceptual issue of whether
this technology is simply a mechanism for student review or a valuable method for students to construct knowledge.
As educational leaders grapple with issues of what content to
podcast and how or if to have students create their own podcasts in
higher education, institutions must also address how to support the
“average” instructor as podcasting becomes more mainstream and
expected by students. As the survey results demonstrate, the instructors who currently use podcasting see themselves as more
technically advanced and report a higher level of use of information
technologies than do their colleagues, although the effect sizes for
these differences were relatively small (Cohen, 1988). While instructional multimedia supplements like podcasts are intuitively attractive
and can be received with great enthusiasm by students, their use must
be weighed against the cost of production (Ellis & Cohen, 2001).
Producing a podcast, particularly video media, remains an endeavor
perhaps difficult for most average higher education instructors
(Brown & Green, 2007). If widespread use of podcasting for student
learning is to become a reality, practical concerns about production
must be adequately addressed, such as providing a level of institutional support consistent with the support for general LMS use.
Further research should also investigate fundamental issues about
content and authorship in order to spur more innovative uses of
podcasting technology.
5. Conclusion
Podcasting in higher education is still a relatively new enterprise,
although its use is increasing across higher education. As the podcasting survey in this study shows, this technology is being used
primarily by technologically advanced faculty who capture their
lectures via audio or video and post them on a near-weekly basis.
Contrary to the instructors' commonly held expectation, students do
not report that they skip class as a result of the available lecture
recordings. Instead, students treat these podcasts as review materials
as they prepare for quizzes and exams. A fundamental question
remains, however, as to whether podcasting is simply another
mechanism for the review of course material, or if this technology
can help transform what happens in the classroom where instructors
and students meet face-to-face. If the instructors use class time simply
to be a “talking head,” then a podcast is just another tool that instructors can employ to help their students learn at their own pace,
like reviewing PowerPoint slides. However, the authors of this study
believe that today's higher education courses are comprised of a
combination of materials, resources, and the interaction between
Table 7
General IT/LMS survey items about information technology's effect on teaching and
learning.
Item
IT improves instructors' teaching
IT improves students' learning
⁎ p = .001.
Instructors
Students
n
Mean
n
Mean
Mean
difference
1425
1415
3.94
3.96
2250
2254
3.71
4.02
.23⁎
.06
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S. Lonn, S.D. Teasley / Internet and Higher Education 12 (2009) 88–92
teachers and students, of which podcasts are one possible resource. In
order for podcasting to become more than an archive of past lectures,
instructors in higher education need to adopt this view and include
learning opportunities for students other than note taking during the
classroom session.
While no technology can be a silver bullet to solve all instructional
issues, technology like podcasting at least offers no more threat to
standard teaching practices than coursepacks and at best offers new
opportunities to restructure classroom face time. Podcasting can allow
an instructor to capture fundamental topics for review while devoting
face-to-face time for more discussion, student-led instruction, and
other innovative activities. If podcasting is to act as a catalyst to
change instruction in higher education, instructors must be willing to
adjust their teaching styles and not merely lecture, but create
environments that provide a variety of learning opportunities. Future
research should focus on exemplars from specific disciplines in which
the instructors using podcasts have been able to transform the
traditional lecture format into new student learning opportunities
(e.g., McKinney et al., 2009). Future researchers will then be able to
find commonalities across disciplines that will enable podcasting
innovations to scale up throughout higher education.
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