Podcasting in Geophysics Education: How to Learn Without Removing the Headphones

Hector Zuniga-Robles; María Elena Truyol

Download Paper | Permalink

Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Innovative Pedagogies Afforded Through Technology and Remote Learning
Tagged Division: Educational Research and Methods
Page Count: 18
DOI: 10.18260/1-2--37584
Permanent URL: https://peer.asee.org/37584
Download Count: 350

Request a correction

Paper Authors

biography

Hector Zuniga-Robles Universidad Andres Bello

visit author page

Hector Zuniga-Robles received his BS degree of Engineering Sciences from the University of Concepcion. He also holds postgraduate degree in Geomatics at the University of Chile and the University of Santiago and in Geophysics at the University of Rosario, Argentina. He has 35-years of experience working in geophysical exploration projects around the world. He began to share his knowledge through talks and courses to companies, which later led him to teach courses at universities in Chile. His interest in education led him to obtain a master’s degree in Higher Education Teaching from the University Andres Bello. He currently is a PhD candidate from the Doctorate in Education in the University Benito Juarez, Mexico. He teaches undergraduate courses for careers of Geology and Mining Engineering in several universities and is a professor of a Postgraduate program in Geomining. His research interests include the importance of soft skills in engineering students and the use of different methodologies in on-line teaching. He also is interest in training professors on topics related to on-line teaching.

visit author page

biography

María Elena Truyol Universidad Andres Bello orcid.org/0000-0003-1153-4967

visit author page

María Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andrés Bello (UNAB). She graduated as physics teacher (for middle and high school), physics (M.Sc.) and Ph.D. in Physics at Universidad Nacional de Córdoba, Argentina. In 2013 she obtained a three-year postdoctoral position at the Universidade de Sao Paulo, Brazil. Her focus is set on educational research, physics education, problem-solving, design of instructional material and teacher training. She teaches undergraduate courses related to environmental management, energy and fundamentals of industrial processes at the School of Engineering, UNAB. She currently is coordinating the Educational and Academic Innovation Unit at the School of Engineering (UNAB) that is engaged with the continuing teacher training in active learning methodologies at the three campuses of the School of Engineering (Santiago, Viña del Mar and Concepción, Chile). She authored several manuscripts in the science education area, joined several research projects, participated in international conferences with oral presentations and key note lectures and serves as referee for journals, funding institutions and associations.

visit author page

Download Paper | Permalink

Abstract

The increasing use of information and communication technologies (ICT) has caused innumerable changes, not only in the technological realm, but also in the habits of today's society. In education, this is reflected in the incorporation of these technologies in the classroom but maintaining a traditional structure: the approach to content during the class time, the tasks to be performed at home, and the subsequent revision of the homework. Innovative proposals with the aim of changing this extremely traditional methodology could be of great benefit for the students. For this it is necessary to support them in their pedagogical research and in the conception of a student who is the center of their own learning. Among these innovative proposals, the Flipped Classroom has gained more relevance owing its success to the use of videos and texts that are sent previously to the synchronous class so that the students can access a specific content. It is easy to recognize that students are used to interacting with different technological devices based on sound stimuli. These devices allow them to listen to music, and to be constantly communicated and informed. They can use them while walking, driving, doing physical activity, among other activities, and in various places. With this in mind, the educational podcast takes advantage of the experience that learners have with these types of messages and technology. Podcasts can be used to deliver curricular content to be worked independently by students prior the class in the context of the Flipped Classroom methodology. Their ease of use and the rapid and free availability of the majority of portable devices, makes podcasts a potentially useful tool to promote self-learning. This paper aims to investigate the benefits of using podcasts in a Geophysics course for Geology students at a private Chilean university. A descriptive research approach is used to determine if the use of podcasts has a positive impact on students' attitudes and if they are perceived as a useful tool in the construction of their knowledge. The data was obtained at the end of a six-month period through questionnaires and surveys in a two-group design with experimental and control groups. The experimental group with the “Flipped Classroom + Podcast” innovation and the control group with the traditional teaching. Results are presented on the perception of the usefulness and the students' attitudes on both the “Flipped Classroom + Podcast” innovation used on the course versus the traditional one, and the specific incorporation of Podcasts. In a preliminary way, it is possible to mention that the students of the experimental group showed greater motivation and engagement. As regards the use of podcasts, students highlighted some benefits, such as the ease of access and the attractive content, among others. The implications are discussed in relation to the re-design of the course and the possibilities of adopting the innovation both in the other sections of the Geophysics course and in other related courses.

Citation
Format

Zuniga-Robles, H., & Truyol, M. E. (2021, July), Podcasting in Geophysics Education: How to Learn Without Removing the Headphones Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37584

TY  - CPAPER
AB  - The increasing use of information and communication technologies (ICT) has caused innumerable changes, not only in the technological realm, but also in the habits of today&#39;s society. In education, this is reflected in the incorporation of these technologies in the classroom but maintaining a traditional structure: the approach to content during the class time, the tasks to be performed at home, and the subsequent revision of the homework. Innovative proposals with the aim of changing this extremely traditional methodology could be of great benefit for the students. For this it is necessary to support them in their pedagogical research and in the conception of a student who is the center of their own learning. Among these innovative proposals, the Flipped Classroom has gained more relevance owing its success to the use of videos and texts that are sent previously to the synchronous class so that the students can access a specific content.
It is easy to recognize that students are used to interacting with different technological devices based on sound stimuli. These devices allow them to listen to music, and to be constantly communicated and informed. They can use them while walking, driving, doing physical activity, among other activities, and in various places. With this in mind, the educational podcast takes advantage of the experience that learners have with these types of messages and technology. Podcasts can be used to deliver curricular content to be worked independently by students prior the class in the context of the Flipped Classroom methodology. Their ease of use and the rapid and free availability of the majority of portable devices, makes podcasts a potentially useful tool to promote self-learning.
This paper aims to investigate the benefits of using podcasts in a Geophysics course for Geology students at a private Chilean university. A descriptive research approach is used to determine if the use of podcasts has a positive impact on students&#39; attitudes and if they are perceived as a useful tool in the construction of their knowledge. The data was obtained at the end of a six-month period through questionnaires and surveys in a two-group design with experimental and control groups. The experimental group with the “Flipped Classroom + Podcast” innovation and the control group with the traditional teaching.
Results are presented on the perception of the usefulness and the students&#39; attitudes on both the “Flipped Classroom + Podcast” innovation used on the course versus the traditional one, and the specific incorporation of Podcasts. In a preliminary way, it is possible to mention that the students of the experimental group showed greater motivation and engagement. As regards the use of podcasts, students highlighted some benefits, such as the ease of access and the attractive content, among others. The implications are discussed in relation to the re-design of the course and the possibilities of adopting the innovation both in the other sections of the Geophysics course and in other related courses.
AU  - Hector Zuniga-Robles
AU  - María Elena Truyol
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Podcasting in Geophysics Education: How to Learn Without Removing the Headphones
UR  - https://peer.asee.org/37584
DO  - 10.18260/1-2--37584
ER  -