Potentials and limitations of podcasts as an assessment format for teacher students: a comparative case study from human geography
Podcasts become more and more popular in university teaching and learning. However, there is a lack of systematic understanding of how podcasts used as assessment format impact students’ competence gains compared to conventional written assignments. This study explores the potentials and limitations...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article (Journal) |
| Language: | English |
| Published: |
28 April 2026
|
| In: |
Journal of geography in higher education
Year: 2026, Volume: 50, Issue: 4, Pages: 450-462 |
| ISSN: | 0309-8265 |
| DOI: | 10.1080/03098265.2026.2656418 |
| Online Access: | Verlag, lizenzpflichtig, Volltext: https://doi.org/10.1080/03098265.2026.2656418
|
| Author Notes: | Anika Zorn & Susann Schäfer |
| Summary: | Podcasts become more and more popular in university teaching and learning. However, there is a lack of systematic understanding of how podcasts used as assessment format impact students’ competence gains compared to conventional written assignments. This study explores the potentials and limitations of using podcasts as an assessment format for education students. A human geography study project for teacher students at a German university serves as a comparative case study. We studied the students’ competence gains conducting online surveys and focus group interviews. Findings indicate that podcasts can enhance presentation and communication skills, aligning with the needs of future teachers. Students find podcasts more enjoyable and motivating than traditional written assignments, fostering greater engagement and personal competence. However, the study identifies several limitations: auditory podcasts do not replace academic writing skills, may involve technical challenges, and are less suitable for content requiring visual elements. The impact on subject-specific and methodological competencies remains unclear. The novelty of this format can go along with uncertain expectations and evaluation criteria. The research suggests that podcasts are better suited for advanced students with prior experience in academic writing. Further studies are needed to better integrate podcasts into educational assessments, ensuring alignment with learning objectives. |
|---|---|
| Item Description: | Gesehen am 03.09.2026 Published online: 28. April 2026 |
| Physical Description: | Online Resource |
| ISSN: | 0309-8265 |
| DOI: | 10.1080/03098265.2026.2656418 |