Browsing by Author "Lombe, Annette"

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    Using podcasting to facilitate student learning: a constructivist perspective
    (International Forum of Educational Technology and Society, 2012) Ng'ambi, Dick; Lombe, Annette
    The paper employs two case studies to develop an approach for using podcasts to enhance student learning. The case studies involve two cohorts of postgraduate students enrolled on a blended course, over two years. In both cases, the institutional learning management system was used as a server to host the podcasts, giving students discretion on how and when to listen to podcasts. The podcasts were integrated in learning design hence tightly coupled in pedagogy in Case One, and optionally used i.e., loosely integrated in Case Two. Semi-structured in-depth interviews were employed to solicit student experiences of using podcasts. Access logs from the podcast server provided insight into frequency of use of podcasts, thereby helping to establish the relation between podcast use and facilitation of learning. The findings suggest that students were confident in using podcasts for academic purposes. This is despite having had to overcome some challenges not limited to institutional policies on limited Internet quota for students. The findings also suggest that use of podcast within a constructivist learning environment afforded learners control and flexibility, reflection and self-paced learning. The paper concludes that podcast facilitate learning when tightly coupled to a curriculum and used within constructivist learning environments.
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    Using podcasts to mediate reflective learning : a case of a postgraduate programme at a higher education institution
    (2010) Lombe, Annette; Ng'ambi, Dick
    Although reflective learning in higher education is increasing, not much research has been conducted on using reflective learning for discursive knowledge production among students whose first language is not English. Discursive knowledge production is the meaning making process initiated when one encounters new information. This implies that students whose first language is not English are less likely to be active discussants and are disadvantaged participants in discursive knowledge production activities. The research question this study sought to answer is: how are podcasts used to mediate reflection among postgraduate students at an institution of higher education? The researcher used Hatton and Smith’s framework to explore and identify the types of reflection that podcast use mediates.