... There were students more talkative, others less. But Ming was able to investigate all the points listed in the interview’s schedule making references to the responses given by students in the questionnaire.

From the interviews some interpretations of podcasts emerged: podcast for example was considered “another way of accessing materials. It made it easier and increased the places you get the information. For other modules you spend time to find out information. Whereas you can save time for learning”.

Podcast was also cited as “a different way of learning. An easier one” and a “change for better”  (podcast for learning).

The students were satisfied with the experience with podcasts.

One student promoted the introduction of podcasts in other modules: he told that podcasts are “useful for other modules’ revision” (“I wish all modules had podcast”). Another student remarked that in general podcasts work well for practical subjects.

Students appreciated podcasts’ flexibility of time, the fact that you can play them, pause, restart, rewind…

One student enjoyed the experience with podcast: “I quite enjoyed it. Really good. It was different from anything else I did before”.

During the interviews most of the students drew on the importance of using both kinds of podcasts to “get the full benefit”.

The practicals were used in the computer lab: students could visualise on the screen what they were supposed to do on their computers. They could go at their own pace, stopping and restarting the podcast.

Some students told they revised practical podcasts in case of problems while doing their coursework.

It was really interesting to see students’ reaction after a shift from videopodcasts for practicals to paper based instructions. We found out that once the lecturer hadn’t had the time to develop the videopodcast so he decided to provide students with paper based procedures.

Students’ reaction proved the videopodcasts’ benefit for practicals. Students told they highly preferred the practical podcasts!

One student told that learning with podcast is more visual; he found it easier than reading books.

The summaries highlighted the key points of lessons. They were mostly used for revision before the exams.

One student pointed out that he revised more than once the summaries that covered difficult subjects. Podcasts are particularly useful for difficult topics.

I was amazed listening that most of the students just streamed podcasts. They preferred not to download them on their computers because they required a lot of space. It was easy to get them anywhere and the only problem could be WebCT going down. (Once it happened).

Whereas I thought that the majority of students would download them. If not the lectures’ summaries, the practicals for a future possible reuse and revision.

To conclude, I found it interesting one student’s comment: “the lecturer in class is addressing everyone. In the podcast he’s addressing you”. So it seems that he perceived the podcast as a more direct communication.

Chiara