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The Impact of Combining Video Podcasting and Lectures on Students’ Assimilation of Additional Knowledge: An Empirical Examination

The Impact of Combining Video Podcasting and Lectures on Students’ Assimilation of Additional Knowledge: An Empirical Examination

David Jiménez-Castillo, Raquel Sánchez Fernández
Copyright: © 2014 |Pages: 23
ISBN13: 9781466648760|ISBN10: 1466648767|EISBN13: 9781466648777
DOI: 10.4018/978-1-4666-4876-0.ch004
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MLA

Jiménez-Castillo, David, and Raquel Sánchez Fernández. "The Impact of Combining Video Podcasting and Lectures on Students’ Assimilation of Additional Knowledge: An Empirical Examination." E-Learning 2.0 Technologies and Web Applications in Higher Education, edited by Jean-Eric Pelet, IGI Global, 2014, pp. 65-87. https://doi.org/10.4018/978-1-4666-4876-0.ch004

APA

Jiménez-Castillo, D. & Fernández, R. S. (2014). The Impact of Combining Video Podcasting and Lectures on Students’ Assimilation of Additional Knowledge: An Empirical Examination. In J. Pelet (Ed.), E-Learning 2.0 Technologies and Web Applications in Higher Education (pp. 65-87). IGI Global. https://doi.org/10.4018/978-1-4666-4876-0.ch004

Chicago

Jiménez-Castillo, David, and Raquel Sánchez Fernández. "The Impact of Combining Video Podcasting and Lectures on Students’ Assimilation of Additional Knowledge: An Empirical Examination." In E-Learning 2.0 Technologies and Web Applications in Higher Education, edited by Jean-Eric Pelet, 65-87. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4876-0.ch004

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Abstract

Podcasting is evolving rapidly in higher education due to its pedagogical possibilities, such as providing supplementary materials to increase learning. This chapter aims to provide insights about the complementarity between traditional and innovative methods in teaching practice. In particular, the authors examine the value of video podcasts in the learning process, investigating how prior knowledge gained from lectures, students’ attitude toward using this tool, and its effective use, may account for the assimilation of additional knowledge presented in this multimedia format. Drawing on several learning-related theories, they develop a conceptual model that is empirically tested. After following instrumental design principles and a formal research procedure, the findings show the influence of prior knowledge and effective use on students’ assimilation capacity. Moreover, attitude positively affects the effective use of the tool. Finally, the authors discuss the main academic and practical contributions of this study and provide recommendations and future research directions.

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