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"Didn’t Have to Melt My Eyeballs": Student Responses to Learning by Podcast in Journalism Education.

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Title: "Didn’t Have to Melt My Eyeballs": Student Responses to Learning by Podcast in Journalism Education.
Authors: Bird, Dylan1, Lim, Louisa2, Aayeshah, Wajeehah2, Zhao, Niles3
Source: Journal of University Teaching & Learning Practice. 2026 2nd Quarter, Vol. 23 Issue 2, p1-22. 22p.
Subject Terms: *Journalism education, *Educational technology, *Curriculum planning, *Educational outcomes, *Asynchronous learning, *Student engagement, *Teaching aids, Podcasting
Abstract: This article uses a case study to explore how undergraduate students in a journalism class engaged with an educator-produced podcast as a pedagogical tool for asynchronous learning replacing out-of-class readings, and the podcast’s effectiveness in improving student learning outcomes. Applying educational engagement theory, it highlights how both podcast production elements and curriculum design were considered to help refresh a journalism subject and engage students more deeply in their learning across behavioural, affective, and cognitive dimensions. A student survey revealed a strong preference for learning via podcast than other media, and that the podcast was both enjoyable and useful for their learning. End of semester results also provided strong evidence for the podcast’s effectiveness in enabling positive learning outcomes. The study delivers new insights into what key factors make podcasting an effective pedagogical tool in university education and illustrates the benefits of educators tailoring teaching resources to students’ media consumption habits. [ABSTRACT FROM AUTHOR]
Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2026 2nd Quarter, Vol. 23 Issue 2, p1-22. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Journalism+education%22">Journalism education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Podcasting%22">Podcasting</searchLink>
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  Data: This article uses a case study to explore how undergraduate students in a journalism class engaged with an educator-produced podcast as a pedagogical tool for asynchronous learning replacing out-of-class readings, and the podcast’s effectiveness in improving student learning outcomes. Applying educational engagement theory, it highlights how both podcast production elements and curriculum design were considered to help refresh a journalism subject and engage students more deeply in their learning across behavioural, affective, and cognitive dimensions. A student survey revealed a strong preference for learning via podcast than other media, and that the podcast was both enjoyable and useful for their learning. End of semester results also provided strong evidence for the podcast’s effectiveness in enabling positive learning outcomes. The study delivers new insights into what key factors make podcasting an effective pedagogical tool in university education and illustrates the benefits of educators tailoring teaching resources to students’ media consumption habits. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194591164
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        Value: 10.53761/y4gabf95
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        Text: English
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              Text: 2026 2nd Quarter
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