Literaturnachweis - Detailanzeige
| Autor/inn/en | Daniel, David B.; Woody, William Douglas |
|---|---|
| Titel | They Hear, but Do Not Listen: Retention for Podcasted Material in a Classroom Context |
| Quelle | In: Teaching of Psychology, 37 (2010) 3, S.199-203 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| Schlagwörter | Study Habits; Primary Sources; School Holding Power; Handheld Devices; Audio Equipment; Information Dissemination; Scores; Pretests Posttests; Higher Education; Focus Groups; Information Technology; Psychology; Educational Psychology; Likert Scales; Course Content; Listening Skills; Listening Comprehension |
| Abstract | This study examined the retention of students who listened to podcasts of a primary source to the retention of students who read the source as text. We also assessed students' preferences and study habits. Quiz scores revealed that the podcast group performed more poorly than did students who read the text. Although students initially preferred podcasts, their preferences changed immediately after the quiz. Podcasts might be a useful tool to supplement or enrich course-related material, but they are not as effective as text for delivering primary content. (Contains 2 tables and 2 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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