Newbutt, N., Flynn, R. & Penwill, G. (2008). Creating a suitable and successful solution for the integration o.... In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 3028-3033). Chesapeake, VA: AACE.

The authors are reporting their findings from a research project into using podcasting to support and broaden the scope of e-learning in higher education.  They extend the definition of podcasting to include vidcasting (video podcasting) and screencasting (screen capture video with audio narration).

Newbutt, Flynn, and Penwill (2008) note that one of the important advantages that podcasting has over content on the web is the ability to subscribe to it using an RSS feed, but it should be noted that many blogs have the same ability.

In the article, Newbutt, et al. (2008) reviews the current research literature on podcasting and highlights the following points:

•    The effective uses of podcast lectures include helping students prepare for homework and exams, helping explain concepts discussed in class, allows students that fall behind to get up to speed, and ease of access to course materials;
•    There is an advantage to podcasting for classes with over 100 students;
•    Mobility and flexibility are distinct advantages;
•    The presentation style and format are important factors;
•    Podcasting can provide students with a good introduction to online content, helps student with organizing weekly activities, assists them with staying focused, and aids time management issues;
•    It can help emphasize relevant material, be structured logically, be engaging for students, and adding visual element helps students learn content more concretely (A Review of Podcasting section, para. 1-7).

At the conclusion of the literature review, Newbutt, et al. (2008) emphasizes the findings of Mount & Chambers (2008) that there is no direct correlation between the use of media and student achievement.  At first glance this may be shocking given the litany of benefits previously outlined, however it is important to note that just because no difference in student achievement was noted does not necessarily mean that there was no benefit to students.  This is akin to the no significant difference finding that is a topic of debate in educational research.  It also questions how student achievement is measured.

    After a brief explanation of their project, the authors conclude "that podcasting does little to help improve student’s achievement, but goes along way to support and encourage learning by diversifying output and presentation" (Conclusion section, para. 1).