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Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).

Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.

The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.

The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.

This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.

The recent global COVID-19 pandemic has forced many institutions of higher education to place added consideration and focus on their virtual instruction, causing instructors to rethink their pedagogical approaches (Murphy, et al., 2020). While new pedagogical technologies are being introduced in higher education (Baker, et al. 2008), not all approaches have produced beneficial results (Heilesen, 2010). Could this new learning medium serve as an effective tool for student learning outcomes and comprehension of course concepts? The current study presents attempts to answer these questions through its exploration of student perceptions and impact of podcasting as an instructional tool within four undergraduate leadership courses. Through the use of podcasting as a means of supplemental content and assessment, these cases provide educators with foundational guidance and recommendations on how to most effectively implement different ways of podcasting into the classroom to achieve student learning outcomes. As we celebrate the 20th anniversary of JOLE and look ahead to the next twenty years, the authors suggest that one of the most important tasks for leadership educators will not only be to recognize opportunities presented by technological advances in teaching and learning (Gigliotti & Ruben, 2017), but also the use of these new technologies to meet the needs of a changed student population in a post-global pandemic world.

The purpose of this research is to inspect the perceptions of MBA students regarding learning through podcasts. The author's goals are to reveal the students' attitudes toward the use of podcasts as a key learning tool in a graduate academic course, to examine the learning efficacy in this mode of learning, to inspect students' opinions regarding flexibility in learning with podcasts and to examine whether there is a different reference to podcasts as a mid-term assignment vs podcasts as a substitute for lectures.

This paper examines the learning attitudes and effectiveness of postgraduate students in business administration toward combining podcasts as an e-Learning tool. This paper also explores the flexibility of this kind of asynchronous learning. Two types of podcasts for two different pedagogical purposes were examined in the study, one as a team mid-term assignment and second as recorded lectures. The main results of this study provide significant evidence that previous experience in listening to podcasts on the Internet has a significant impact on learning effectiveness, student attitudes and learning satisfaction while using this technology. In fact, this study establishes that students that are technologically oriented and have prior experience listening to podcasts learn more in the course, have positive attitudes toward podcast technology as a learning tool, have high learning effectiveness and are satisfied with the flexibility of the asynchronous learning process.

The findings state that both in the mid-term assignment and in the course lessons as students listened to podcasts more frequently and gained experience listening to podcasts on the Internet, the students expressed more positive views toward learning using this technology, the students' learning effectiveness was higher and the students were more satisfied with the flexibility made possible by using this asynchronous technology tool of e-Learning. Moreover, the results of the study clearly indicate a positive correlation between listening to the podcast lessons in the course and the effectiveness of learning both in the mid-term assignment and in classes.

This study has some limitations. First, the findings are limited by the relatively small sample, with graduate students in an MBA program, in a course from the field of technological entrepreneurship. Furthermore, in this study, the students had partial freedom to choose the podcast for the students' mid-term assignment from a specific well-known program in the field of entrepreneurship and were not free to choose podcasts from any site available on the Internet. Although this process guided the students to use podcasts from a quality podcast program, the process also reduced the students' choice to some extent.

Academic institutions must provide the appropriate technological infrastructure for the development, creation and recording of quality podcasts by lecturers for students, in addition to training lecturers to teach through podcasts as an integral part of e-Learning advanced tools. Furthermore, institutions must financially incentivize and educationally encourage lecturers to teach at least some of the content in the course using pre-prepared podcasts.

The author's first suggestion to lecturers that wish to use podcasts as learning resources is to familiarize themselves with the technology and resources available to introduce students to the basics of podcasting and to make the students aware of the podcast's benefits. Second, the study highly recommends to integrate podcasts into the teaching curriculum in academia as early as possible in the basic courses, before the students move on to advanced courses in undergraduate studies. In this way, students in advanced courses can make better use of this technology.

As far as the author knows, this is the first study that combined two types of podcasts used for two complementary pedagogical purposes in an academic course: the first, open and available online podcasts as part of a mid-term assignment and the second type of podcasts that are recorded audio lessons as a complete replacement for course lectures. Additionally, the study sharpens the understanding that students' previous experience with technology is of great importance to learning effectiveness, as well as positive opinions and high learning satisfaction.

Podcasting can be an effective resource for enhancing student learning, if its pedagogical use aligns with best practices. Podcasting is easy, requiring only cheap and simple technologies that educators can learn to use quickly. Student feedback is very positive, and this has become one of the major drivers for providing podcasts of teaching material. This chapter discusses the way students use podcasts and the possible impacts on learning. Despite concerns about students reducing attendance at lectures, most studies have shown that lecture attendance is not diminished by the provision of podcasts. Students do not tend to use MP3 players to listen to podcasts “on the go”; most students listen to podcasts directly from home computers, often while replaying PowerPoint slides. The academic staff perspective of podcasting is discussed in relation to advantages and concerns about their use.

This innovative practice paper explains how a student-produced podcast is used as an educational tool to showcase leadership and ethics. It illustrates how podcasting provides a unique pedagogical experience for students to engage with leadership themes in a way that is accessible, practical, and relevant. In this example, the podcast episodes become an innovative teaching resource, while the creation of it provides an experiential learning opportunity for the student hosts. In creating the work, students develop essential critical thinking skills, and the students who engage with the podcast are introduced to valuable leadership concepts.

The purpose of this paper is to describe the process of developing the early brain and biological development and addictions podcast series for first and second year medical students. This paper also presents the findings from an evaluation of the introductory podcast in this series of 13 podcasts.

Three focus groups were held with a total of 19 participants representing ten universities across Canada as well as one college and one foundation. Each focus group was audiotaped and then transcribed verbatim. The coding process consisted of grouping the common codes together to form themes based on the W(e)Learn framework.

Findings suggested that most participants were enthusiastic regarding the potential of the podcast project not only for the intended audience but also for all medical students and residents as well as continuous healthcare education. However, findings also suggest that other participants were not as fervent about the potential of the program. Many participants provided suggestions for how to further improve the podcast. These suggestions have already been implemented into the program design in an attempt to meet end-users' needs and expectations.

This research shares an innovative approach to supporting healthcare education in undergraduate education. Podcasting has become a cost-effective and convenient pedagogical tool for distributing educational information. Podcasts are effective teaching tools since listening is an active, engaging and creative process on interpreting content and creating meaning from auditory cues.

This brief report demonstrates how collaborative podcast series project to teach cultural content in English language classroom is design and implemented. This paper aims not only to facilitate speaking practice but also to build students’ cultural awareness, exercise creativity, promote critical thinking and foster learning collaboration.

This classroom observation study involved 78 students majoring English education department in a state Islamic university in East Java, Indonesia. The pedagogical intervention which facilitates this project includes extensive reading and viewing of local culture materials, interview practice project and collective reflections. After completing the project, students wrote collective reflective accounts, submitted their podcast links and followed focus group interview.

From the data analysis, it can be seen that incorporating local culture into English language learning can enhance student learning engagement, cultural awareness and tolerance, and collective reflective practice.

The finding of the study contributes to practical implications addressed to teachers and teacher educators in designing and implementing technology mediated cultural learning.

The purpose of this study is to assess the benefits derived from the application of mobile devices as part of the students’ online learning experience and the extent to which the perceived benefits are linked to student learning styles.

A small group of students enrolled in an exclusively online graduate accounting program were issued with iPods as part of their learning materials. Two data collection instruments were issued: a questionnaire to elicit students’ opinions on the usefulness of the iPod as a tool for learning; and a questionnaire to establish their learning styles (using a VARK^© questionnaire).

The findings indicate that the primary advantage of iPods lies in its portability, which, in turn, facilitated efficient and effective use of time and study planning. The portability attached to iPods allowed students to take advantage of what otherwise have been down‐time, such as commuting. Students with a preference for visual learning rated the iPod as being important to their learning.

The generalizability of the findings is limited due to the low sample size (23) that constrains the robustness of the results.

The exploratory nature of this study provides preliminary evidence on the perceived usefulness of handheld devices as a learning tool.

The purpose of this paper is to report on podcasting experience by faculty and students in a South African higher education institution (HEI), identify issues, limitations and discuss implications for the design of future tools.

This work consisted of two parts: semi‐structured interviews with lecturers, content/curriculum developers and a student survey.

Rogers's diffusion of innovations theory provided the framework for this research including determining how new innovations are disseminated, their rate of adoption, the five‐stage decision‐making process for adoption and the characteristics an innovation must possess to be attractive to adopters. The methodology used relied heavily on descriptive and qualitative data analyses in order to determine the current podcasting practices and experiences. Results reveal that by assuming some of the respondents are “innovators” or “early adopters”, they are still in the early stages of the decision‐making process.

Some instructors who are identified as “early adopters” are experimenting with podcasting as an add‐on to existing lecture resources. However, innovations and their subsequent adoption require an understanding of lecturers' and students' perceptions, opportunities and challenges.

Podcasting in developing HEIs and the tools therein to support the process has not been given much attention. The context of this study is the first kind of empirical research in this area. The findings from this exploratory research will be valuable for podcasting users.

The purpose of this paper is to discuss the progress of iRadio OUM over the years, the evolution of technology used and its overall significance to OUM’s continual growth and development.

Reports the results from web analytic data from previous years in terms of listening and downloading habits and trends. Reviews of how other institutions and/or organisations use podcasting or audio learning material in the teaching and learning process are also included.

Outlines the progress of iRadio OUM through the years in terms of content development, listening and downloading trends as well as research and development carried out. This paper summarises the changes in how segments are structured, produced and delivered. It also outlines the evolution of the technology used, mainly in terms of how content is delivered to the audience.

The scope of the paper is such that it only highlights the experiences of iRadio OUM alone.

Offers practical advice in terms of the planning, development and implementation of an educational internet radio for higher learning institutions.

This paper is written by key team members of iRadio OUM itself and highlights the experiences and ultimately the best practices discovered by actual web-broadcast practitioners and audio learning materials instructional designers.