TY  - BOOK
AU  - Taylor,Lucy
AU  - McGrath-Champ,Susan
AU  - Clarkeburn,Henriikka
TI  - Supporting student self-study: the educational design of podcasts in a collaborative learning context
SN  - 14697874
AV  - LB2300 ACT 
PY  - 2012///
CY  - United Kingdom
PB  - Sage
KW  - Supporting student self-study
KW  - Educational design of podcasts
KW  - Collaborative learning context
N2  - One activity-rich way to utilize collaborative learning, team-based learning (TBL), can present students and teachers with both opportunities and challenges. TBL requires students to prepare for each class, where they are then assessed for their ‘readiness’ to apply the concepts learned during their pre-class preparation. This study addresses two aspects of TBL in an aim to better support and facilitate student learning and engagement: (1) supporting students during their pre-class preparation by providing metadata on the often-difficult required readings, and (2) offering students communication from the teacher, or ‘expert’ – something students often perceive as missing in active learning classes. Short, supportive podcasts are provided to students to give context to their out-of-class preparation and to allow them to hear directly from the teacher. Results suggest that the intervention of supportive podcasts successfully addresses these two issues and may benefit other collaborative classrooms that face similar challenges
UR  - https://doi.org/10.1177/1469787411429186
ER  -