More Learning and Less Teaching? Students' Perceptions of a Histology Podcast

Autor/inn/en	Beylefeld, A. A.; Hugo, A. P.; Geyer, H. J.
Titel	More Learning and Less Teaching? Students' Perceptions of a Histology Podcast
Quelle	In: South African Journal of Higher Education, 22 (2008) 5, S.948-956 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Higher Education; Student Attitudes; Educational Environment; Student Diversity; Academic Achievement; Self Management; Student Evaluation; Educational Technology; Anatomy; Science Instruction; Medical Students; Electronic Learning; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Selbstmanagement; Schulnote; Studentische Bewertung; Unterrichtsmedien; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The increased use of new teaching and learning technologies in higher education environments makes it possible for academic staff to meet the challenge of having to teach students who are diverse in terms of academic, social and language backgrounds. This study reports how the incorporation of podcasts to supplement visual histology learning content positively influenced students' attitude towards the subject and improved their academic performance in the first-semester examination. It is suggested that academic staff capitalise on the potential of podcasts to supplement or replace lectures since it holds the promise of helping students to become more self-regulatory and autonomous in preparing themselves for face-to-face sessions and for summative assessment. By showing what each of the authors brought to the process of producing the podcast, the idea is propagated that academics who choose to use technology-assisted strategies should collaborate with others who can provide technological and pedagogically oriented assistance. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10