Distance ELearners' Acceptance of Podcasting as a Tool for Learning

Abstract

Many learning institutions have integrated podcasting into the teaching of their courses. However, despite its growing utilization as a teaching and learning tool, studies on its efficacy and acceptance among distance eLearners remain largely unexplored. This paper investigated the acceptance of podcasting as a learning tool among undergraduate distance eLearners at the University of the Philippines Open University. Using the Technology Acceptance Model (TAM) framework, the study assessed the students’ attitudes toward podcasting’s impact on distance education, focusing on its perceived advantages, disadvantages, engagement factors, ease of use, and usefulness. It employed a quantitative research design and utilized survey methodology. Forty-four (44) students in the Multimedia Studies program participated in the study. The structured, self-administered questionnaire, available online and distributed via group chats and Facebook pages, was used to collect data. Results revealed that students view podcasting as a flexible and accessible tool that enhances learning and offers benefits such as intellectual stimulation, convenience, and accessibility. However, there are also some challenges, which include the absence of visual content and dependence on internet connectivity. Suggestions for improvement include enhanced audio quality in podcasts, more engaging content, and interactive features. The study also revealed that podcasting is well-accepted by the participants, with the majority of them agreeing that podcasts are both useful and easy to use for academic purposes. These insights are valuable for educators and content developers seeking to optimize podcasting as a learning tool and provide a foundation for further research and practical application in distance education.