A Pandemic Pivot: Podcast as an Active Engagement Tool in the Classroom and Beyond

Abstract

Higher education in STEM undoubtedly integrates the use of technology as a primary mode for content delivery to undergraduate students. This became especially salient throughout the shift to online education during the COVID-19 pandemic. Despite Learning Management Systems (LMSs) being the primary platform for delivering online instruction and fostering peer interactions, technologies embedded in LMSs do not maximize engagement, and therefore, students may not be able to share LMS materials with peers outside of the classroom. On the other hand, podcasts, episodic audio files that present information in a spoken word format, are commonly used in engaging students beyond the classroom across a variety of social media platforms. In contrast to traditional pedagogies, podcasts allow students to reflect on content rather than recite newly acquired information. This article outlines the basics of using podcasting in the classroom including recommendations for selection of podcast topics, formation of student groups, and production of a podcast, and highlights the anticipated student benefits along with potential applications. Previous studies have correlated student podcast usage to positive affectual experiences and learning outcomes, which play a role in Science, Technology, Engineering and Mathematics retention. Furthermore, since podcasts use audio rather than visual recordings, podcasts can thus foster inclusion by helping to avoid barriers posed by video recordings such as students’ low confidence, various invisible barriers, or being overly conscious of their appearance. We recommend utilizing podcasts as a teaching tool to empower students to reflect and actively collaborate to synthesize course content related to classroom instruction and beyond.