Perceived Value of Podcasting: Student Communication-Medium Preferences

Computer mediated communication is rapidly assuming an integral role in the university education experience. This is especially true for auditorium-style classes, which may potentially include hundreds of students. In such classes, the instructor may seek a more efficient means of communicating. The two emerging audio-visual media distribution channels, podcast and webcast augment the existing communication tools, facilitating communication between instructors and students either in a one-to-one relationship or one-to-many, en masse (outside of the classroom). Podcasts are downloadable audio recordings available to listeners through the internet. Webcasts are available as streaming media files. Universities are beginning to recognize the merits of these new technologies, and are experimenting with them in the classroom; instructors are encouraged to podcast announcements, homework assignments, special directions, and even lecture segments. Some instructors have even adopted such techniques as their primary means (within the classroom or outside classroom) of communicating to students. However, the selection of appropriate communication media requires an understanding of the students’ perceptions, preferences and receptiveness of these new technologies. The purpose of this paper is to provide an overview of podcasting and webcasting, and to examine student preferences between the different delivery richness of communication media. Background information regarding podcasting and webcasting is discussed. A conceptual model, based on media richness theory, is developed to explain student’s perceptions. For the testing of the model, a survey metric is introduced, and a research methodology is explained. Finally a conclusion and research limitations are discussed.