title: Student engagement through podcasting.
abstract: Nursing faculty investigated the use of a preclass podcast compared with lecture to deliver electrocardiogram interpretation content to facilitate student learning through learner-centered, faculty-guided practice during scheduled class time. Pretest-posttest comparisons of 2 groups revealed the podcast/engaged group scored just as high, but no higher, than the lecture group. However, further analysis determined that only 28% of the engaged group had actually watched the podcast in its entirety. The results may indicate that formal presentation of content in this study was not as effective as originally considered and that it was learner-centered engagement that actually contributed to student learning.
authors.affiliation: School of Nursing, Jacksonville University, Jacksonville, Florida 32211, USA. mgipson@ju.edu
authors.forename: Mary
authors.initials: M
authors.lastname: Gipson
authors.forename: Jeane
authors.initials: J
authors.lastname: Richards
mesh_terms: D004506:Education, Nursing / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D013338:Students, Nursing / Q000523:psychology*; D057211:Webcasts as Topic