TRADITIONAL LECTURE, VIDEO PODCASTING, AND COLLEGE STUDENTS' LEARNING OF A TECHNICAL SKILL
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This study was conducted to determine whether students would retain differing amounts of information depending on the delivery medium, lecture or video podcast. To measure any effect, 30 journalism students were exposed to a specific lesson. Two classes were divided into two groups using a random sampling technique and each group was exposed to information about using and cropping photographs, a highly technical skill. Group A was exposed to traditional lecture, while Group B was exposed to a vodcast based on the lecture material. Past research in vodcasting has shown that students, while they did enjoy the flexibility of the content, have not had a drastic improvement in overall grade results. The lecture-only students perceived more strongly than the vodcast-ony students that they understood the fundamentals of photo editing, that the class was relevant, and that the instruction was easy to understand, effective, and interesting. They also answered more correctly all of the true-false questions about photo editing. Yet results also presented the possibility that vodcasting of class content maybe a viable option to students in addition to lecture teaching. Vodcasting can provide students with an alternate means to review class content and further their understanding of specific topics disseminated via a traditional lecture.