![]() ![]() Īccording to Jonathan Copley, many students choose to use podcasts as a supplement to lecture materials. A review of literature that reports the use of audio podcasts in K-12 and higher education found that individuals use existing podcasts or create their own podcasts. Absent students can use podcasts to see class lectures, daily activities, homework assignments, handouts, and more. Podcasts can help keep students on the same page, including those that are absent. Podcasts can also be used as a means of self-reflection on the learning processes or products. Podcasts can also be used by the learners as artifacts and evidence of learning for example, a student might prepare a brief podcast as a summary of a concept in lieu of writing an essay. They can be used to convey instructional information from the teacher or trainer, motivational stories, and auditory case studies. There are many uses for podcasting for the classroom. Podcasts are created by students for projects or by instructors for instructional purposes. Podcasting affords iPods and other mobile audio players a double life: a usefulness for both entertainment and education. There are free programs that are easily accessible to all people to create podcasts. Expensive equipment or sophisticated know-how is not needed to create a podcast. Podcasts give superior support to auditory learners who comprise 30% of all learners. Listeners are no longer constrained by time and space with regard to their learning. The main advantage of podcasting is the simplicity that it offers to learners. Podcasts are used for many educational purposes and there are several advocates of podcasting who believe that it can offer unique educational benefits to learners. K-12 schools have also begun adopting podcasting as an instructional tool. ![]()
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