Using podcasting in a hybrid course: A case study

Students of the Net Generation, born in or after the 1980s, have been called "Digital Natives" because they have grown up with computers and the internet, and are accustomed to using a variety of technological devices for educational use as well as entertainment. In contrast, previous generations who have learned to use technology as it has emerged have been given the name "Digital Immigrants." They can remember a time when these devices did not exist and have made a conscious effort to keep up with technology. One of the newest forms of technology is podcasting, in which audio files are regularly and automatically distributed to listeners via the internet, and then listened to on a computer or mp3 player such as an iPod. For educational purposes, podcasting provides the opportunity for instructors to create podcasts of lectures or supplemental material. Students can then access these files repeatedly at their convenience, listening to them anywhere they can take their mp3 players. Podcasts are surprisingly easy to create with little equipment required and freely available software. This paper will present an exploratory case study of a course in which podcasts were created to provide audio material for students. One section of the course followed a traditional format, while the other was a hybrid section in which online notes were provided, but lectures were not held and class time was devoted to activities, discussions, quizzes and tests. Most of the students in the hybrid section were older (Digital Immigrants), whereas students in the traditional section were typical university age (Digital Natives). Identical materials were provided to all students for download. Overall, even younger students were less technologically savvy than had been expected, but those who used the podcasts found them valuable because they could be listened to repeatedly. Digital Immigrants were equally or even more willing to use podcasts than the Digital Natives.