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Psychosocial predictors of the use of enhanced podcasting in student learning

By Nathan D. Moss, Erin L. O'Connor and Katherine M. White


The current study examined the influence of psychosocial constructs, from a theory of planned behavior (TPB) perspective, to predict university students’ (N = 159) use of a newly offered on-line learning tool, enhanced podcasts. Pre-semester, students completed questionnaires assessing the TPB predictors (attitude, subjective norm, perceived behavioral control) related to intended enhanced podcast use until the middle of semester. Mid-semester, students completed similar items relating to podcast use until the end of semester. Self-report measures of podcast use were obtained at the middle and end of semester. At both time points, students’ attitudes predicted their intentions and, at the initial time point, subjective norm also predicted intended podcast use. An examination of the beliefs underlying attitudes, the only construct to predict intentions at both time points, revealed differences between those students higher, rather than lower on intentions to use the podcasts, especially for the perceived educational benefits of podcast use later in the semester. Intentions to use enhanced podcasting only predicted self-reported use in the second half of the semester. Overall, this study identified some of the determinants which should be considered by those aiming to encourage student use of novel on-line educational tools

Topics: 170103 Educational Psychology, 170100 PSYCHOLOGY, Podcast, e-Learning, Theory of planned behaviour, Higher education, HERN
Publisher: Elseiver
Year: 2010
DOI identifier: 10.1016/j.chb.2009.10.012
OAI identifier:

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