Podcasting in Higher Education as a Component of Universal Design for Learning: A Systematic Review of the Literature

Autor/inn/en	Gunderson, Jamie L.; Cumming, Therese M.
Titel	Podcasting in Higher Education as a Component of Universal Design for Learning: A Systematic Review of the Literature
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 4, S.591-601 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gunderson, Jamie L.) ORCID (Cumming, Therese M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2075430
Schlagwörter	Handheld Devices; Audio Equipment; Information Dissemination; Electronic Publishing; Higher Education; Access to Education; Students with Disabilities; Teaching Methods + Suchen Sie Ihr Suchwort? Audio-CD; Informationsverbreitung; Elektronisches Publizieren; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	More students with disabilities are attending university than ever before. Many universities are adopting Universal Design for Learning (UDL) as a framework for accessible course design and delivery. Audio podcasting is a strategy well-aligned with all three principles of UDL, providing students with options for engagement, representation, and expression. The current systematic review explored the use of audio podcasting in higher education and its impact on teaching and learning. A total of 17 studies were examined based on the three principles of UDL. Findings suggest that although there is limited evidence of its impact on learning, students and educators find podcasting to be a unique way to engage with content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01