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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.

This paper aims to describe how the COVID-19 pivot to online teaching enabled a student-produced podcast assessment to be created and substituted for the final examination in an MBA accounting course.

This paper provides instructors’ reflections and feedback from students on the usefulness of podcasts as an assessment tool in accounting education. Also included are the assignment instructions and a marking rubric which can be adapted as a sharing network.

The pivot to the authentic podcast assessment proved to be a very positive outcome during COVID-19 for instructors and students. The students embraced and enjoyed the task, and importantly it was an efficient learning experience that connected theory to practice, while preserving authenticity.

Podcasts have grown in popularity and have been widely used with students as receivers. The accounting education literature is however devoid of instances where podcasts have been used as an assessment tool. Although the assessment was changed because of the COVID-19 pandemic, it has ongoing applicability as a useful assignment in future semesters.

The purpose of this paper is to provide an overview of the application of podcast in academic and public libraries, focusing on its purposes and characteristic features. It seeks to measure the degree of adoption of podcast in different types of libraries across the continents.

A content analysis method was used for data collection. Convenience sampling method was followed to select four samples of population, one from each of the four continents. Data were collected along the checkpoints developed by Nguyen and Tripathi and Kumar, and subsequently modified by the researcher. Microsoft Excel was used to analyze data.

The analysis revealed that library podcasts have some basic features and are implemented for specific purposes. It also revealed that adoption of podcast varies along the geographical regions. The study found that extension of implementation of podcast is high in North American libraries whereas intension of adoption of podcast is high in Australian libraries. However, the reason of disproportionate use of library podcast may be attributed to the differential internet penetration rate along the regions. The paper also identifies areas where podcast is being effectively used by libraries across the world.

The present study was limited to North America, Europe, Asia and Australia, and the survey was completely internet‐based, conducted on web sites available in English only. A combination of questionnaire and interview method may enable future researchers to measure the impact of podcast on users' and librarians' attitude and perception, which in turn, will determine the extent to which podcast is capable of motivating and engaging users to harness library facilities.

Based on the research findings, the scope of the present study may potentially be expanded with the inclusion of different dimensions to gain a comprehensive understanding on the practicability and usefulness of podcast in different libraries belonging to diverse socio economical levels. The findings will also guide future librarians and web developers alike in designing library web pages so that traditional library services could be provided in an innovative way to meet the expectations and information needs of the users.

Educators in the accounting discipline are faced with the challenge of finding innovative ways to accommodate the flexible learning styles of Millennial students, using “in classroom/contact time” effectively and decreasing transactional distance between students and educators in large classes. In an attempt to address these challenges, this paper aims to describe the implementation of basic e-learning tools (podcasts, vodcasts and voice-over-PowerPoint) as supplementary and substitutional tools in an undergraduate taxation curriculum. The tools were implemented as part of a student-centred approach to the facilitation of learning, embedded in the Blended Learning Theory. The paper reports on students’ use and experience of various basic e-learning tools, as well as the impact of the use of these tools on student performance.

An action research methodology was followed, and data were collected by way of a voluntary, descriptive student survey and student class lists. A total of 387 students completed the survey.

Students appear to have access to devices and data to use e-learning tools. They perceive these tools as helpful study aids and prefer synchronous, substitutional tools. Use of the tools does not have a significant impact on performance; however, it does appear to have a positive impact on the learning environment and student engagement.

The results of the study may be of benefit to educators and curriculum designers who are responsible for reviewing and updating the content delivery methods of undergraduate taxation curricula in large classes with diverse student populations. These results add to the limited body of knowledge on the implementation of basic e-learning tools in a South African accounting education setting.

Researchers debate whether tacit knowledge sharing through information technology (IT) is actually possible. However, with the advent of social web tools, it has been argued that most shortcomings of tacit knowledge sharing are likely to disappear. The purpose of this paper is two‐fold: first, to demonstrate the existing debates in the literature regarding tacit knowledge sharing using IT; and second, to identify key research gaps that lay the foundations for future research into tacit knowledge sharing using the social web.

This paper reviews current literature on IT‐mediated tacit knowledge sharing and opens a discussion on tacit knowledge sharing through the use of the social web.

First, the existing schools of thought in regards to IT ability for tacit knowledge sharing are introduced. Next, difficulties of sharing tacit knowledge through the use of IT are discussed. Then, potentials and pitfalls of social web tools are presented. Finally, the paper concludes that whilst there are significant theoretical arguments supporting the notion that the social web facilitates tacit knowledge sharing there is a lack of empirical evidence to support these arguments and further work is required.

The limitations of the review include: covering only papers that were published in English, issues of access to full texts of some resources, and the possibility of missing some resources due to search strings used or limited coverage of databases searched.

The paper contributes to the fast growing literature on the intersection of KM and IT particularly by focusing on tacit knowledge sharing in social media space. The paper highlights the need for further studies in this area by discussing the current situation in the literature and disclosing the emerging questions and gaps for future studies.

Over the past decade, the rapid evolution of social media has impacted the field of human resource management in numerous ways. In response, scholars and practitioners have sought to begin an investigation of the myriad of ways that social media impacts organizations. To date, research evidence on a range of HR-related topics are just beginning to emerge, but are scattered across a range of diverse literatures. The principal aim of this chapter is to review the current literature on the study of social media in HRM and to integrate these disparate emerging literatures. During our review, we discuss the existent research, describe the theoretical foundations of such work, and summarize key research findings and themes into a coherent social media framework relevant to HRM. Finally, we offer recommendations for future work that can enhance knowledge of social media’s impact in organizations.

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 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.

Podcasting is one of today's most prominent trends in media and computing, but until now, factors predicting its adoption in higher education settings remain largely unexplored. The purpose of this paper is to examine students' perceptions of enhanced podcasting as a review and exam preparatory tool, through the use of the Technology Acceptance Model (TAM).

The responses from a structured, self‐administered questionnaire were used to develop an understanding of the role of perceived ease of use, usefulness and enjoyment on behavioral intention to use enhanced (audiovisual) podcasts.

The statistical analysis indicated that perceived ease of use and perceived enjoyment were positively related to intention to use video podcasts, whereas perceived usefulness was not emerged as a strong prognostic indicator of user acceptance. Results also revealed that perceived ease of use is a strong predictor of perceived usefulness, supporting thus the view that perceived ease of use and perceived enjoyment are the two main drivers in regard to willingness to adopt podcasting as a learning tool.

Although previous research has found positive attitudes towards educational podcasting, most studies were focused on measuring student acceptance without using an established theoretical framework. This paper contributes to a better understanding of the drivers of student acceptance of educational podcasting, by integrating key variables from TAM found in literature concerning technology acceptance in higher education.

This research aims to identify users' goals and strategies when searching for podcasts and their impact on the design of podcast retrieval technology. In particular, the paper seeks to explore the potential to address user goals with indexing based on podcast metadata and automatic speech recognition (ASR) transcripts.

The paper conducted a user study to obtain an overview of podcast search behaviour and goals, using a multi‐method approach of an online survey, a diary study, and contextual interviews. In a subsequent podcast retrieval experiment, the paper investigated the retrieval performance of the two choices of indexing features for search goals identified during the study.

The paper found that study participants used a variety of search strategies, partially influenced by available tools and their perceptions of these tools. Furthermore the experimental results revealed that retrieval using ASR transcripts performed significantly better than metadata‐based searching. However, a detailed result analysis suggested that the efficacy of the indexing methods was search‐goal dependent.

The research constitutes a step towards a future framework for investigating user needs and addressing them in an experimental set‐up. It was primarily qualitative and exploratory in nature.

Podcast search engines require evidence about suitable indexing methods in order to make an informed decision concerning whether it is worth the resources to generate speech recognition transcripts.

Systematic studies of podcast searching have not previously been reported. Investigations of this kind hold the potential to optimise podcast retrieval in the long term.