Nurse Education in Practice 10 (2010) 38–42

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Nurse Education in Practice

journal homepage: www.elsevier .com/nepr

The impact of podcasting on the learning and satisfaction of undergraduatenursing students

Marjorie Vogt, Barbara Schaffner *, Alicia Ribar, Ruth ChavezNursing, Otterbein College, One Otterbein College, Westerville, OH 43081, United States

a r t i c l e i n f o s u m m a r y

Article history:Accepted 20 March 2009

Keywords:Teaching technologyPodcastingNursing education

1471-5953/$ - see front matter � 2009 Elsevier Ltd. Adoi:10.1016/j.nepr.2009.03.006

* Corresponding author. Tel.: +1 614 823 1614; faxE-mail addresses: mvogt@otterbein.edu (M. Vogt),

Schaffner), aribar@otterbein.edu (A. Ribar), rchavez@o

Nursing education has evolved from traditional pedagogical models to current methods using technologyfor knowledge acquisition. Podcasting is one example of teaching methodology used in higher education.Studies demonstrate positive student satisfaction with podcasting, but there is limited data related toknowledge acquisition. The purpose of this study was to examine the impact of podcasting on nursingstudent learning and satisfaction.

Two classes of junior baccalaureate nursing students had scores on selected exam questions compared.The 2007 class (n = 63) had select content presented in traditional lecture format where the 2008 class(n = 57) had the same content presented via podcast. Both methods used the same faculty and examquestions. The 2008 class completed a satisfaction survey.

Results indicated no significant difference in correct responses on exam questions. Exam scores werebetter with the first podcast, equal for the second, and worse with the third podcast. Students were over-all satisfied with the podcasting experience and commented positively on its portability and flexibility.

This study contributes to the knowledge base of podcasting effectiveness and raises the question ofevaluation of new teaching methodologies. Must an increase in learning occur for new methods to beconsidered effective, or is positive student satisfaction adequate to encourage the adoption of new tech-nology methods?

� 2009 Elsevier Ltd. All rights reserved.

Introduction

Nursing education has evolved over the years from traditional‘‘hands-on” apprenticeship models to current pedagogical modelsusing technology to support individual acquisition of knowledge.Nursing education, consistent with higher education trends, isbeing offered to many students through distance learning opportu-nities using a wide variety of methods. The evolving technologyhas greatly influenced methods of knowledge delivery and anexplosion of e-learning has occurred in the past decade. An out-growth of e-learning, is mobile learning, or m-learning, which al-lows the learner to access knowledge in a mobile fashion at theirown convenience utilizing technological means such as in podcast-ing, a form of audio recording on one’s personal hand held mobilecomputer unit.

The impact of m-learning on student knowledge acquisition andsatisfaction with the learning process is an area ripe for explora-tion. Podcasting as an evolving educational tool has been adoptedby several universities and is being used in the business and corpo-

ll rights reserved.

: +1 614 823 3131.bschaffner@otterbein.edu (B.tterbein.edu (R. Chavez).

rate worlds extensively (Bennet, 2006; Copley, 2007; Cordes,2005). It has also become more common in health education andis used by the health care providers to provide patient education(Dysart, 2006). Although, research has demonstrated an increasein the student desire for more m-learning experiences (Copley,2007; Corbeil and Valdez-Corbeil, 2007; Lee and Chan, 2007; Wal-ton et al., 2005; Weller et al., 2005), less is known related to the im-pact of the m-technology on student knowledge acquisition. Theaim of this study is to report on the impact podcasting had onknowledge acquisition and student satisfaction on junior baccalau-reate nursing students when compared to traditional classroomteaching.

Background

Learning, using computer technology, has been evolving for thepast two decades. From simple asynchronous communications, tocomputer mediated conferencing, the experiences of student andfaculty using the technology has been diverse and complex. Somestudents have embraced the use of computer technology in orderto promote flexibility in learning and interaction; other studentshave been less positive about e-learning because of the over-whelming amounts of available information, the lack of meaning-

M. Vogt et al. / Nurse Education in Practice 10 (2010) 38–42 39

ful face-to-face interactions, and self perceived technologicalincompetence (Loke Jennifer, 2007). Yet the current generation ofstudents, often called the Millennial learners or the Net Generation(Maag, 2006a,b), have grown up with technology and often expecttheir educators to embrace the latest offerings in their educationalpreparation. The notion of education being any time and any placefits with the multitasker who may be student and employee orgeographically separated from their institute of higher learning(Kamle Boulos et al., 2006).

There are a number of pedagogical underpinnings emerging inthis body of work, including, Mayer’s (2001) Multimedia LearningTheory and Sieman’s (2005) Connectivism Theory. Using theframework of the multimedia learning theory, learners do bestlearning through several avenues including the visual/pictorialchannel and the auditory/verbal channel (Maag, 2006a,b). Siemanbuilds on this work by using connectivism to connect the piecesinto a type of organized knowledge acquisition which is a contin-uous process that evolves as more information is acquired and re-lated to previous foundational knowledge. This theory utilizes theprinciples that knowledge acquisition is an ongoing process influ-enced by many factors, including interpersonal interactions, per-sonal management of current knowledge and the design of thelearning environment (Sieman, 2005).

The movement to m-learning has occurred over the past severalyears, with one of the most popular examples of m-learning beingthe podcast. Podcasts are being used more frequently to provideeducation to a wide population including higher education stu-dents. Many advantages have been discussed related to the tech-nology, such as providing ‘‘teachable moments in time”,convenience of access, flexibility, portability and repetition (Jowitt,2008; Copley, 2007; Corbeil and Valdez-Corbeil, 2007; Evans,2008; Lee and Chan, 2007; Walton et al., 2005). Podcasting canbe beneficial in distance education and can provide asynchronouslearning opportunities and a unique method for content reviewprior to examinations (Maag, 2006a,b). Podcasting can also posi-tively impact the learning abilities for the auditory learner or thestudent with language or cognitive special needs (Molina, 2006).In several studies examining student satisfaction with podcasting,an overwhelming positive response was noted (Copley, 2007;Corbeil and Valdez-Corbeil, 2007; Evans, 2008; Lee and Chan,2007; Maag, 2006a,b).

However, there have been some difficulties noted with podcast-ing. Although, many students are familiar with the technology,some students are not, and may become frustrated with the timeneeded to learn the technology or download the podcasted mate-rials (Jowitt, 2008; Lee and Chan, 2007; Walton et al., 2005). Fac-ulty may also be hesitant to use the technology due to increasedworkload preparing material, institutional support, the sense of‘‘faddism” of the technology and the lack of competency or fluencywith technology. Faculty may fear that attendance in face-to-faceclasses may drop due to accessibility of podcast lectures, howeverresearch to date has found this not to be true (Copley, 2007).

Of particular interest, when discussing faculty adopting newtechnology, is the concept of ‘‘digital native” versus ‘‘digital immi-grant” (Prensky, 2001). Although, many students of higher educa-tion have received extensive technology training in their primaryor secondary educational preparation through the adoption ofthe National Educational Technology Standards, many facultymembers are of the generation that did not receive similar training,and may have a different perspective and fluency with the technol-ogy (McGee and Diaz, 2007). The sense of rapidly changing teach-ing methodologies may cause some faculty to hesitate to adopt anyone individual method or utilize a ‘‘wait and see” approach. It is notunusual for the faculty who are the ‘‘early adopters” to take severalmonths to complete the education and training before feeling com-petent to use the new technology (McGee and Diaz, 2007). Using

podcasting as another way to ‘‘lecture” content may also not beseen as effective as using podcasting more interactively, which willrequire new education for the educators (McGonigle, 2007).

One unexpected side effect of using podcasting was noted in astudy completed by Lee and Chan (2007) where a significant num-ber of students chose to download the lecture material to review ata desktop computer at a scheduled period of time rather than usinga mp3 player to multi-task while learning. The concept of cognitiveoverload through multi-tasking is of particular importance to thepodcasting phenomenon. Students identify a positive benefit ofpodcasting, is the ability of listen to the lecture at any time whiledoing other activities (such as exercising, answering email, house-work and others) (Evans, 2008; Jowitt, 2008). However, the act ofsplitting their attention while combining activities may hypothet-ically result in less than satisfactory completion of each activity,and is an area that is ripe for additional research.

An extensive international literature search utilizing CINAHLand Medline revealed many recent articles related to the topic ofpodcasting; however, most of the articles focused on the mechan-ics of creating, editing and distributing a podcast; less informationwas available about the effectiveness of podcasting on learning sat-isfaction and knowledge acquisition. Terms that were searched inCINAHL and Medline included podcasting, educational technology,nursing education technology, teaching methods in nursing, andteaching methods.

Nursing is a unique discipline requiring complex critical think-ing skills and decision making that can ultimately impact clinicalcompetency. The use of podcasting to promote knowledge acquisi-tion is an innovative teaching method with limited information re-lated to its effectiveness in the nursing student population. Thepurpose of this study was to examine the impact of podcastingon undergraduate nursing student learning and satisfaction.

Research questions

1. Is there a difference in knowledge acquisition as evidenced byexam scores between classes when course content is presentedvia traditional lecture versus podcasting?

2. What is the level of student satisfaction with course contentpresented via podcasting?

Methods

A comparative study of junior nursing students enrolled in a re-quired child health clinical course was conducted to determine dif-ferences in knowledge gained and satisfaction when content waspresented via podcasting versus a traditional face to face classroomsetting. Nursing students were half way through their baccalaure-ate nursing program, enrolled in their fifth of nine clinical nursingcourses.

Students were presented content related to health promotion,growth and development and immunizations, respectively, in atraditional face to face classroom setting utilizing a lecture formatin 2007 while the same class content was provided to students bythe same instructor via podcasting or through a PowerPoint withvoice-audio in 2008. The same amount of class time was devotedto each content area but in 2008 the class time was spent answer-ing questions about the content and discussing related case studiesinstead of a more traditional classroom lecture presentation

Course content was identical for both the 2007 and 2008 clas-ses. Content recorded as podcasts related to health promotion ad-dressed the age groups infants, toddlers, preschoolers andadolescents. Topics included discussion of children’s nutritionalneeds, dental health, sleep requirements, discipline and safety con-cerns. Growth and development podcasts included growth anddevelopment norms of infants, toddlers, preschoolers, and adoles-

Table 2t-Test difference in exam question scores 2007–2008 classes.

Topic % correct 2007 % correct 2008 P value

Health promotion (n = 2) 73.8 88.45 0.22Growth and development (n = 2) 69 66.25 0.06Immunizations (n = 5) 87.2 64.8 0.11

40 M. Vogt et al. / Nurse Education in Practice 10 (2010) 38–42

cents related to gross motor, fine motor, speech and social skills.Growth and development theories by Piaget (children’s cognitivedevelopment), Erikson (children’s social development) and Kohl-berg (children’s moral development) were also included. Contentrelated to immunizations covered the 2008 Immunization sche-dule (American Academy of Pediatrics, 2008). Specific vaccines,dosages, route of administration, adverse effects, combinationproducts and laws related to immunizations were included.

Podcasts were available for download to any mp3 player via thecourse management system and were completed by students ontheir own time. The podcasts were also available for play on a per-sonal computer, through the course management system, for stu-dents who do not own or have access to a mp3 player. Identicalmultiple-choice exam questions (two exam questions related tohealth promotion, two exam questions related to growth anddevelopment and five exam questions related to childhood immu-nizations) were used in both 2007 and 2008. The multiple-choiceexam questions included a question stem stated positively, onecorrect answer choice, and three possible answer distracters. Stu-dents were instructed that they may choose one and only one cor-rect answer to each exam question. Answers to exam questionswere recorded individually by each participating student by com-pletely filling in the ‘‘bubble” on an exam scantron sheet andscored using scantron computer software. In addition, students inthe 2008 class completed a satisfaction survey related to the pod-casting experience (see Table 3). IRB approval and informed con-sent from students was obtained.

Sixty-three students, 100% or the class, provided exam scores,course grades and GPA data from the 2007 class and 57 students,89% of the class, in 2008. See Table 1 for class demographics. Thetwo classes were comparable on gender, age, overall exam average,course grade average, and cumulative GPA at the time of thecourse.

Results

Actual use

Podcasting was a new experience for 52 of the participatingstudents (91%) in the 2008 class. Eighty eight percent, 50 of theparticipating 2008 students, reported that they were able to ac-cess the course content via podcasting. When asked it theythought podcasting would be beneficial to studying course con-tent, 40 participating students, 70%, thought access to podcastswould be helpful.

A comparison of one topic, health promotion, was done todetermine the actual number of students accessing the podcastedcontent. Thirty seven participating students, 64%, used 85 ‘‘hits”on the content presented as a podcast. Ten students, 18% of theparticipating students used 12 ‘‘hits” on the content presented asa PowerPoint show with audio. All of the students who used thepodcast also used the PowerPoint show with audio. Of particularinterest, 10 (18%) of the participating students did not use either

Table 1Characteristics of sample.

2007 class 2008 class

Total # in class 63 64# participating 63/63 (100%) 57/64 (89%)Gender 60/63 female

(95%)61/64 female(95%)

Age (in years) 25.5 25.6Avg. exam % 83.2% 82.3%Avg. course grade% 87.8% 86.2%Cumulative GPA at time of course (on a 4.0

scale)3.39 3.41

method for this topic. For both methods, the most common dayfor ‘‘hits” was Sunday, with the most common time being 12:00noon and 7:00 pm for both. Students reported that podcasts werelistened to in multiple settings including while exercising, driving,at child and family activities and at multiple times.

Learning acquisition

A t-test, measuring difference between independent groups,was computed to compare the percentage of correct answers onexam questions related to podcasting content. Statistical signifi-cance was identified as P6 .05. There was no significant differencebetween the two classes. The 2008 class, who had podcasting ofcourse content, scored higher on the health promotion exam ques-tions, scored essentially the same on growth and developmentexam questions and scored lower on immunization exam ques-tions when compared with the 2007 class who received contentvia traditional face to face class lecture. Students, in 2008 class,performed best on exams that were related to the first podcast to-pic, health promotion, and performed worse on the content pre-sented last as a podcast, immunizations. See Table 2.

Student satisfaction

Results from a student satisfaction survey demonstrated anoverall satisfaction with podcasting by the 47 students that partic-ipated. See Table 3. Over half of the participating students reportedthe podcasting experience as satisfactory and a positive experiencebut most of the students still preferred traditional lecture classes.Even though students thought podcasting would be beneficialwhen studying for quizzes, test and other graded materials only44% reported that podcasts were actually useful when doing home-work or studying for quizzes. Of note when interpreting results ofthe satisfaction survey was that the survey was completed by allparticipating students, even the 10 students who did not use thetechnology.

Discussion

One goal of advancing technology in the delivery of course con-tent is to increase access to course content according to the indi-vidual needs of each student while not diminishing theeducational outcomes. Podcasting of child health content to under-graduate nursing students demonstrated no significant differencein knowledge gained as measured by multiple-choice testing.Although, no significant difference was identified, the percentageof correct answers increased in one of the content areas includedon the podcasts and decreased in two of the podcasted contentareas.

This group of students was very new to podcasting (with 91%reporting podcasting was a new experience), which could havecontributed to the demonstrated lack of knowledge acquisition re-lated to podcasting. Although, verbal instructions about podcastingwere provided and reinforced, additional written or podcastedinstructions may have positively impacted the outcomes.

The health promotion podcast was the first content to be madeavailable via podcasting, followed by growth and development and

Table 3Report of student satisfaction.

%Agreed

%Disagreed

1. The podcasts were very useful when I was doinghomework

44 66

2. The podcasts were very useful when I was preparing fora quiz

44 66

3. I support expanding the podcasting program in thefuture

51 49

4. Podcasting was preferable to lecture format 37 635. I was satisfied with the podcasting experience 61 396. Overall, I would rate the podcasting experience as

positive61 39

M. Vogt et al. / Nurse Education in Practice 10 (2010) 38–42 41

then immunizations. Scores on multiple-choice exam items relatedto the podcasted content demonstrate decreasing scores on examquestions with subsequent podcasts. Over time the students mighthave had less desire or found it more difficult to carve out the timeto actually listen to the podcasts. Fatigue with the extra hours ofpodcasting or the audio only presentation by faculty must be con-sidered as an explanation for decreasing outcomes on exam ques-tions and an area for future research.

Although, student success on exam questions did not improve,student satisfaction with the podcasting was slightly positive over-all. If the satisfaction survey included only those students that usedthe technology one would expect the survey results could have re-sulted in more positive student opinions. Individual student com-ments indicate that students found the flexibility in accessing thecontent to be an asset. Students noted many diverse locations foraccessing content including exercise (walking, biking, etc.) and atfamily/child events. The availability of listening to content a sec-ond or even third time was found to be beneficial. This is consistentwith positive satisfaction findings in the literature (Copley, 2007;Evans, 2008; Lee and Chan, 2007; Maag, 2006a,b).

Expectations of students appear to be unfounded. Even though70% of students thought that podcasting would be beneficial tostudying and course performance less than half of the participatingstudents reported the experience as helpful. New technologies canfrequently look like an advancement that should be beneficial tolearning. In actuality, technology that is not familiar to studentscan provide little to no benefit and might actually be a distractionto the overall goal of student learning. The importance of adequateorientation to new technologies might be of utmost importance insecuring positive learning outcomes but future research related tohow and what information is critical to provide is unknown at thistime.

As more students use mp3 players in their daily life, a familiar-ity with the technology might enhance the ease of use and valueadded of course content driven podcasts. Students may have beenfamiliar with mp3 players but did not transfer knowledge of play-ing music on an mp3 player into educationally related podcasts.

New technologies spread to the general public overtime and asmore users become knowledgeable about a technology more peo-ple seem willing to participate. The examination of podcastingneeds to be ongoing. Students viewed the experience as positive;comments reflected an ability to identify locations were podcastscan enhance access to course content. More student exposure topodcasting may enhance the use of course content deliveredthrough technology in a student chosen location and period oftime. A delivery system that allows for the individualization ofcourse delivery without decreasing learning outcomes would beof benefit to both students and faculty. Whether podcasting is sucha delivery system is yet to be determined.

Podcasting requires individual students to plan ahead and setaside time outside of scheduled class to access materials. Students

who are not self-disciplined with their own time might struggle tofind the time outside of class to complete the podcasts. On theopposite side of time management, many students who hold mul-tiple roles outside of the student role might depend on course con-tent being presented during established class time and may not beable to schedule additional time to access course content. Priornotification of the podcasting requirement would allow studentsto plan ahead and set aside time to hear the podcasting.

Conclusions

Podcasting was viewed favorably by undergraduate nursingstudents for providing flexibility and increased access to coursecontent while having no significant impact on learning outcomesas measured by exam scores. The question now arises what isthe standard against which the implementation of new technologyshould be judged? Certainly, no technology that decreases learningoutcomes should be promoted or accepted. But, is it enough thatstudent access, flexibility and satisfaction are increased whilelearning outcomes are not significantly changed? Education mightconsider technology that impacts a student positively as valuablepurely for having a positive and satisfactory impact on students.

Further research is needed to identify the effect of podcastingcourse content on learning and student satisfaction. One must con-sider that student learning via podcasting might vary related to thelearning style of students with audio learners benefitting mostfrom this new technology. The type and extent of student orienta-tion to the technology needs to be determined including identifica-tion of the basic instruction as to how to access and download thepodcasted course materials. As more students use mp3 players intheir daily lives for music and video entertainment the knowledgeof how to use this technology should increase as might the satisfac-tion with what will become a common form of technology.

Conflict of interest

The authors of this manuscript deny having any financial or per-sonal relationships with other people or organizations that inap-propriately influenced or biased this work.

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