Abstract:

This study is considering effects of using Podcast as a supplementary material in delivery teaching and learning for Level 200 Distance Education Computer Science course using Laurillard's Conversation Framework as a lens, and hence accepting that learning/teaching/training is a conversation, and the framework to identified challenge/opportunity. The study involves 60 students enrolled on this course, for a semester. In order to ensure that conversations lead to realisation of a targeted educational goal, Bloom's Digital Taxonomy was used to target specific taxonomy levels (e.g. HOTS). Research has shown that students prefer podcasts that can make them study as efficiently as possible, such as podcasts with explanations of hard topics, illustrations of subject matter and feedback on assignments. Various steps such as research design, instrument of data collection, methods of data collection, and research ethics were taken to obtained data for analysis in line with the objective of the study. The study concludes with the observation that students achieved personalised learning through podcasts and considered podcasting as a platform that offered supplementary learning materials to support face-to-face teaching.

Keywords:

Distance Education, Podcast, Computer Science, Laurillard's Conversation Framework, Bloom's Digital Taxonomy.