Faculty Adopters of Podcasting: Satisfaction, University Support and Belief in Podcasting

Introduction

Educators have been constantly testing technological tools to facilitate learning and teaching. For years, they have implemented a wide range of electronic devices and technological developments in classrooms: radio, closed circuit television and the Internet. E-learning pushes the use of technological tools to an unexpected higher level. In recent years, podcasting has become the buzzword on campus. CNN reports that iPods are “the most in thing among undergraduate college students” ahead of beer and facebook.com (CNN, 2006). It is easy to imagine students using the iPod to make up for lectures they missed, or to brush up on key concepts as the final exam approaches (Read, 2007). Professors of higher education are given a chance to meet students on their own turf.

Though some professors jumped on the bandwagon, “not everyone is sold on the utility of the podcast” (Vestal, 2007). It is uncertain whether podcasting will hit the critical mass and become a majority of professor’s indispensable teaching kit in classroom. However, it is critical to evaluate faculty’s adopting experience and identify the benefits and challenges encountered in the process. After all, faculty members are the podcasting adopters, users and practitioners. Their perception and their experience with podcasting will help develop models of applied podcasting practice and inspire continued innovations with the technology and determine the impact of podcasting on higher education.