Short-duration podcasts in undergraduate microbiology education: supplementary learning tool and impact on assessment performance.

M J MARZARI, PÁEZ, MG PARAJE.

Córdoba

Congreso; XVII Congreso Argentino de Microbiología General.; 2022

Sociedad Argentina de Microbiología General (SAMIGE)

Classroom learning occurs in a variety of ways. Podcasts and other asynchronous remote learning pedagogies have become increasingly utilized in undergraduate and graduate education. Podcasting is one such technology that is widely used due to the ease with which digital audio, video, or other recordings can be created and shared online and streamed or downloaded to a device for listening or viewing. They offer a convenient and accessible form of education for personalized learning and have several advantages in Microbiology education. There are different types of podcasts based on their length: short (1?5 min), moderate (6?15 min), and long (>15 min) duration. Short-duration podcasts are unique since they can deliver high-yield information in a short time. However, an inherent disadvantage is a limited information that can be conveyed due to the time barrier. This factor can be critical from the students? perspective; because gathering information within a short duration may require some prior knowledge of the topic.The students of Biotechnology of Biology career (FCEFyN-UNC) worked on planning, designing, and executing the creation of a new educational podcast targeting specifically Microbial solutions to environmental challenges. Additionally, this was challenging for them to deliver their message in a clear and concise way to the public, and the best practices for recording and hosting the material. Each episode consisted of a casual chat with provides real-world microbial applications, creates talking points in a class, y reinforces microbial-specific vocabulary, and supplements student understanding. An analysis of students? podcast usage and performance in summative assessments was also undertaken by the professors. Six audiovisual podcasts were created, each ≤5 min duration. Topics have been diverse and have covered concepts such as beneficial microbes in the soil. For each podcast, one discussion forum was created and feedback was collected from students. Analysis of the feedback from students reveals that podcasts make the presented microbiology lesson more ?fun? and are effective because the ?novelty? of the medium increases motivation to learn and enjoyed the form of scientific communication in the classroom. These were helpful in improving their understanding of the topic, clarifying concepts, and focusing on important points, and in turn, in preparation for assessments. For professors, short-duration podcasts were useful supplementary learning tools that were perceived by students as aiding them with and had a high impact on assessment performance. Student?run podcasts are a novel approach to supporting students and professional formation. The versatility and ease of production of podcasting make it a logical technology to apply to flexible education contexts. The student podcast initiatives allow for near-peer mentoring, augment communication, facilitate the professional formation, and prepare for the technological frontier of microbiology education and practice.