Concept analysis of the theories used to develop educational podcasts

ABSTRACT Research on educational podcasts’ impacts on learning has steadily increased in recent years. Within this research, several issues related to methodology in educational podcast research have been cited. These include lack of detail, lack of reporting reliability, and questionable validity of testing instruments. However, one the theoretical frameworks that guide podcast development processes have received minimal attention. To address the lack of attention to theoretical frameworks within the educational podcasting literature, this paper utilized a conceptual analysis to examine key theoretical frameworks that have been used in empirical studies of educational podcasts. By examining theoretical frameworks used within relevant research, this paper introduces the value of using applicable learning theories to guide podcast development. Three theoretical frameworks are discussed: (a) the Cognitive Theory of Multimedia Learning, (b) adult learning theories (e.g., andragogy theory), and (c) a combination of the two. The paper shows both the versatility of educational podcasts and the need for further examination of how different theoretical frameworks may underpin the development of podcasts across unique learning environments.

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