Effects of Enhancing Lecture Podcasts With Learner-Generated Bookmarks and Notes

• In Event: Roundtable Session 34
  In Roundtable Session: Considering the Role of Audio and Video Tools to Enhance Learning

Abstract

We experimentally evaluated the effectiveness of having students insert tags and notes into an audio lecture for review purposes. Using a newly-designed website, participants enhanced an introductory podcast on sensation and perception by identifying important segments and inserting tags and notes on a timeline of the audio content. Sixty-nine undergraduates were randomly assigned to two groups. One group acted as the control group (listening-only) while the other group listened-and-tagged the podcast. The groups then switched roles (taggers became listens and listeners became taggers) for the second audio segment. Each audio segment was 25 minutes in length, and both groups were tested on listening comprehension after each segment. The listening-and-tagging group outperformed the listening-only group, but only on the second test.

Authors

• Frank Zander, Simon Fraser University

• Kevin O'Neill, Simon Fraser University