Usos del podcast para fines educativos. Mapeo sistemático de la literatura en WoS y Scopus (2014-2019)

Iñaki Celaya; María Soledad Ramírez-Montoya; Concepción Naval; Elena Arbués

doi:10.4185/RLCS-2020-1454

Authors

Iñaki Celaya University of Navarra https://orcid.org/0000-0003-0384-3575
María Soledad Ramírez-Montoya Tecnológico de Monterrey https://orcid.org/0000-0002-1274-706X
Concepción Naval University of Navarra https://orcid.org/0000-0002-5927-9398
Elena Arbués University of Navarra https://orcid.org/0000-0001-5872-830X

DOI:

https://doi.org/10.4185/RLCS-2020-1454

Keywords:

podcast; e-learning; systematic mapping of literature; open educational resources; educommunication; education

Abstract

Introduction: There is little research available on the educational use of the audio podcast. The published literature (2014-2019) was reviewed, classifying uses, contexts, and categories of the audio podcast for educational purposes, and identifying authors and reference journals in the field. Methodology: The Systematic Mapping of Literature method was applied to a sample of open access articles indexed in the Web of Science and Scopus databases. The filtering of the sample was carried out according to inclusion and exclusion criteria. Results and conclusions: 81 articles were found that highlight the main educational uses of the podcast and coincide in its usefulness to support learning in formal, non-formal, and informal educational institutions and settings. This work provides researchers, educators, and institutions with an updated baseline to further explore the educational strengths of the podcast.

Downloads

Download data is not yet available.

Author Biographies

Iñaki Celaya, University of Navarra

Teacher, pedagogue, and Master in Research in Social Sciences from the University of Navarra. Research Staff in Training and student of the Doctoral Program in Education and Psychology of the University of Navarra, since 2017. His research focuses on the educational virtuality of digital media, specifically the audio podcast format, which is part of the consolidated “Character, Education, and Citizenship” Research Group of the University of Navarra. He collaborates in teaching in the degrees of Education and Psychology. He has carried out a research stay at the School of Humanities and Education of the Tecnológico de Monterrey (Mexico) from January to June 2019.

María Soledad Ramírez-Montoya, Tecnológico de Monterrey

Ph.D. in Philosophy and Educational Sciences from the University of Salamanca and Senior Researcher at the School of Humanities and Education at the Tecnológico de Monterrey. She is director of the Unesco Chair: “Open Educational Movement for Latin America”, director of the office of the International Council for Open and Distance Education (ICDE): OER Latin America, main researcher in the Strengthening Information Society Research Capacity Alliance (SIRCA) network, the main organizer of the Latin American Regional Open Network for Educational and Social Research (CLARISE by its acronym in Spanish). She is a member of the National System of Researchers in Mexico. Her lines of research are teaching strategies, technological resources for education, the training of educational researchers, and the open education movement. Her professional experience includes teaching activities at all educational levels, dean of postgraduate studies in humanities and education, department director, coordinator of research groups, and pedagogical consulting. She is a guest research professor in doctoral programs at European Universities (the University of Salamanca, University of Huelva, and the International University of La Rioja) and Latin American Universities (the Pontifical Catholic University of Peru, Particular Technical University of Loja, Catholic University of Peru, and the University of La Sabana).

Concepción Naval, University of Navarra

Professor and Dean of the Faculty of Education and Psychology of the University of Navarra. Her research focuses on citizenship education and social participation, the social impact on young people of communication technologies, educational innovation in higher education, and character education. She initiated and directs the consolidated “Character, Education, and Citizenship” Research Group of the University of Navarra and the project "Researching and promoting character education in Central and South American secondary schools". Templeton World Charity Foundation (2016-2019): https://bit.ly/2jZ5PBQ She has directed the Editorial Board of the journal “Estudios sobre educación” since its beginnings in 2001 (Q2 in SJR, 2018). She is a member of the Editorial Board of the "Journal of Social Sciences Education" (Germany) and the Journal "Citizenship, Teaching, and Learning" (UK); of the Editorial Board of the “Revista Interuniversitaria de Formación del Profesorado”, of the Journal “Sembrando Ideas”, and of the “Revista Perspectiva Educacional” (Chile), among others. She has been Oliver Smithies Lecturer, Oxford University; Visiting Professor, Teachers College, Columbia University; Visiting Scholar Research, University of Harvard, University of Notre Dame (USA), International Bureau of Education (Unesco); Guest Professor, Universidad Panamericana, Mexico; Fellow of the Salzburg Seminar. She was a member of the group of experts of the project "A Study on Active Citizenship Indicators" financed by the European Commission, DG Education and Culture.

Elena Arbués, University of Navarra

Hired Doctorate Professor and Vice Dean of Students of the Faculty of Education and Psychology at the University of Navarra. Her research focuses on teaching experimental science in primary education, as well as civic education, and promoting social participation. She has been Visiting Postdoctoral Scholar during 2013 at Balliol College, Holywell Manor, University of Oxford. She is a member of several research projects financed in public calls, she is currently a research member of the project "Service-Learning (APS) and employability of university students in Spain: skills for job placement" (MINECO State Plan (2017-2021) EDU2017 -82629-R).

References

Aguaded, I. (2005). Estrategias de edu-comunicación en la sociedad audiovisual. Comunicar, 12(24), 25-34. http://hdl.handle.net/10272/1208

Aguaded, I. (2011). La educación mediática, un movimiento internacional imparable La ONU, Europa y España apuestan por la educomunicación [Media education: an international unstoppable phenomenon UN, Europe and Spain support for edu-communication]. Comunicar, 18(37), 7-8. https://doi.org/10.3916/C37-2011-01-01

Aguaded, I. (2012). La educomunicación: una apuesta de mañana, necesaria para hoy. Aularia: Revista Digital de Comunicación, 1(2), 259-261. http://rabida.uhu.es/dspace/bitstream/handle/10272/6342/La_educomunicacion.pdf?sequence=2

Arribas, R. G., Gutiérrez, F. J. H., Fregoso, M. V., & Arcos, C. A. M. (2018). Estudios sobre el podcast radiofónico: revisión sistemática bibliográfica en WOS y Scopus que denota una escasa producción científica. Revista Latina de Comunicación Social, (73), 1398-1411. http://dx.doi.org/10.4185/RLCS-2018-1313

Borges, F. (2009). Profcasts: aprender y enseñar con podcasts. Editorial UOC.

Blessinger, P., & Bliss, T. (2016). Introduction to Open Education: Towards a Human Rights Theory. En Blessinger, P., & Bliss, T. (Eds.), Open Education: International Perspectives in Higher Education (pp. 11-30). Open Book. http://www.jstor.org/stable/j.ctt1sq5v9n.6

Brabazon, T. (2016). Digital dieting: From information obesity to intellectual fitness. Routledge.

Breugelmans, J. G., Roberge, G., Tippett, C., Durning, M., Struck, D. B., & Makanga, M. M. (2018). Scientific impact increases when researchers publish in open access and international collaboration: A bibliometric analysis on poverty-related disease papers. PLOS ONE 13(9): e0203156. https://doi.org/10.1371/journal.pone.0203156

Bundy, A. (Ed.). (2004). Australian and New Zealand information leteracy framework, principles, standards and practice. Australian and New Zealand Institute for Information Literacy, 2. http://www.libnet.sh.cn/upload/htmleditor/File/130620025617.pdf

Burbules, N. C. (2012). El aprendizaje ubicuo y el futuro de la enseñanza [Ubiquitous Learning and the Future of Teaching]. Encounters, 13, 3-14. https://ojs.library.queensu.ca/index.php/encounters/article/download/4472/4513/0

Burbules, N. C. (2014). El aprendizaje ubicuo: nuevos contextos, nuevos procesos. Entramados: educación y sociedad, 1(1), 131-134.

https://fh.mdp.edu.ar/revistas/index.php/entramados/article/view/1084/1127

CASCADE. (2012). Mapping in literature reviews. https://as.exeter.ac.uk/media/universityofexeter/academicservices/educationenhancement/cascade/Mapping_in_literature_reviews.pdf

Castells, M. (2006). The network society: From knowledge to policy. En Castells, M., & Cardoso, G. (Eds.). The network society: From knowledge to policy (pp. 3-23). Johns Hopkins Center for Transatlantic Relations. https://www.dhi.ac.uk/san/waysofbeing/data/communication-zangana-castells-2006.pdf

D’Antoni, S. (2009). Open Educational Resources: reviewing initiatives and issues. Open Learning: The Journal of Open, Distance and e-Learning, 24(1), 3-10. https://doi.org/10.1080/02680510802625443

de-Lara-González, A., & del-Campo-Cañizares, E. (2018). El podcast como medio de divulgación científica y su capacidad para conectar con la audiencia. Revista Mediterránea de Comunicación / Mediterranean Journal of Communication, 9(1), 347-359. https://doi.org/10.14198/MEDCOM2018.9.1.15

Díaz, V. A. (2012). Pensar la sociedad de la información/conocimiento. Biblioteca Universitaria, 15(1), 35-47. http://dx.doi.org/10.22201/dgb.0187750xp.2012.1.40

Earp, S., Belanger, Y., & O'Brien, L. (2006). Duke digital initiative end of year report. Duke University. https://learninginnovation.duke.edu/pdf/reports/ddiEval0506_final.pdf

Edison Research. (2019). The Infinite Dial 2019. http://www.edisonresearch.com/wp-content/uploads/2019/03/Infinite-Dial-2019-PDF-1.pdf

EGM. (2017). 1ª ola EGM: el consumo de podcasts en España representa el 1,6% de la escucha total de radio. https://www.aimc.es/a1mc-c0nt3nt/uploads/2017/05/170419_egm_2017ola1.pdf

Esclapez, T. C. (2008). La enseñanza que no se ve: educación informal en el siglo XXI (Vol. 7). Narcea Ediciones.

Forbes, D., & Khoo, E. (2015). Voice over distance: a case of podcasting for learning in online teacher education. Distance Education, 36(3), 335-350. https://doi.org/10.1080/01587919.2015.1084074

Gallado, E. E. (2013). Competencia digital: revisión integradora de la literatura. Revista de Ciencias de la Educación Academicus, 1(3), 56-62. http://www.ice.uabjo.mx/media/15/2017/04/Art3_7.pdf

Gallego, J. I. (2010). Podcasting: distribución de contenidos sonoros y nuevas formas de negocio en la empresa radiofónica española (Tesis doctoral). Universidad Complutense de Madrid, Madrid. https://eprints.ucm.es/11205/1/T32070.pdf

García-Peñalvo, F. J. (2017). Mitos y realidades del acceso abierto. Education in the Knowledge Society, 18(1), 7-20. https://www.redalyc.org/pdf/5355/535554765001.pdf

Hammersley, B. (12 de febrero de 2004). Audible revolution. The Guardian. https://www.theguardian.com/media/2004/feb/12/broadcasting.digitalmedia

Hasan, M. M., & Hoon, T. B. (2013). Podcast Applications in Language Learning: A Review of Recent Studies. English Language Teaching, 6(2), 128–135. https://files.eric.ed.gov/fulltext/EJ1076962.pdf

Hew, K. F. (2009). Use of Audio Podcast in K-12 and Higher Education: A Review of Research Topics and Methodologies. Educational Technology Research and Development, 57(3), 333–357. http://dx.doi.org/10.1007/s11423-008-9108-3

Jenkins, H., Purushotma, R., Werigel, M., Clinton, K., & Robinson, A.J. (2009). Confronting the challenges of participatory culture: Media Education for the 21st century. The MIT Press.

Keegan, D. (2005). Mobile learning: the next generation of learning. Distance Education International, 36, 137-143. http://www.cin.ufpe.br/~mlearning/intranet/m-learning/book.doc

Khan, A. W. (2009). Foreward: Unesco. En Frau-Meigs, D., & Torrent, J. (Eds.). Mapping media education policies in the world: visions, programmes and challenges. Grupo Comunicar. https://unesdoc.unesco.org/ark:/48223/pf0000181917.locale=es

Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Keele University & University of Durham. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.117.471&rep=rep1&type=pdf

Kitchenham, B., Pretorius, R., Budgen, D., Brereton, O. P., Turner, M., Niazi, M., & Linkman, S. (2010). Systematic literature reviews in software engineering–a tertiary study. Information and software technology, 52(8), 792-805. https://doi.org/10.1016/j.infsof.2010.03.006

Kroll, J., Richardson, I., Prikladnicki, R., & Audy, J. L. (2018). Empirical evidence in follow the sun software development: a systematic mapping study. Information and Software Technology, 93, 30-44. https://doi.org/10.1016/j.infsof.2017.08.011

Lomicka, L., & Lord, G. (2011). Podcasting–past, present and future: Applications of academic podcasting in and out of the language classroom. En Academic podcasting and mobile assisted language learning: Applications and outcomes (pp. 1-20). IGI Global.

McGarr, O. (2009). Podcasting in higher education: a review of the literature with particular reference to its influence on the traditional lecture. Australasian Journal of Educational Technology, 25(3), 309-321. https://doi.org/10.14742/ajet.1136

McKiernan, E. C., Bourne, P. E., Brown, C. T., Buck, S., Kenall, A., Lin, J., McDougall, D., Nosek, B. A., Ram, K., Soderberg, C. K., Spies, J. R., Thaney, K., Updegrove, A., Woo, K. H., & Yarkoni, T. (2016). Point of view: How open science helps researchers succeed. Elife, 5. https://elifesciences.org/articles/16800

Melero, R. y Hernández-San-Miguel, J. (2014). Acceso abierto a los datos de investigación, una vía hacia la colaboración científica. Revista Española de Documentación Científica, 37(4). http://redc.revistas.csic.es/index.php/redc/article/view/869/1175

Naval, C., & Arbués, E. (2015). Del uso de Internet en la promoción de virtudes sociales. Un caso concreto: Parlamento Cívico. Teoría De La Educación. Revista Interuniversitaria, 27(1), 33-52. http://revistas.usal.es/index.php/1130-3743/article/view/teoredu20152713352/13434

Naval, C., Serrano-Puche, J., Sádaba, C., y Arbués, E. (2016). Sobre la necesidad de desconectar: algunos datos y propuestas. Education in the Knowledge Society, 17(2), 73-90. http://hdl.handle.net/10171/41534

O ́Reilly, T. (2005). What Is Web 2.0. O’Reilly Media Inc. http://goo.gl/HzTN3N

Paterson, Q. S., Thoma, B., Milne, W. K., Lin, M., & Chan, T. M. (2015). A Systematic Review and Qualitative Analysis to Determine Quality Indicators for Health Professions Education Blogs and Podcasts. Journal Of Graduate Medical Education, 7(4), 549–554. https://doi.org/10.4300/JGME-D-14-00728.1

Petersen, K., Vakkalanka, S., & Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64, 1–18. https://doi.org/10.1016/j.infsof.2015.03.007

Phillips, F., Yu, C. Y., Hameed, T., & El Akhdary, M. A. (2017). The knowledge society's origins and current trajectory. International Journal of Innovation Studies, 1(3), 175-191. https://doi.org/10.1016/j.ijis.2017.08.001

Piwowar, H., Priem, J., Larivière, V., Alperin, J. P., Matthias, L., Norlander, B., Farley, A., West, J., & Haustein, S. (2018). The state of OA: a large-scale analysis of the prevalence and impact of Open Access articles. PeerJ, 6. https://doi.org/10.7717/peerj.4375

Ramírez-Montoya, M. S. (2018). Innovación abierta, interdisciplinaria y colaborativa para formar en sustentabilidad energética a través de MOOCs e investigación educativa. Education in the Knowledge Society (EKS), 19(4), 11-30. https://doi.org/10.14201/eks20171821932

Ramírez-Montoya, M. S. y Burgos, J. V. (Coords.) (2012). Movimiento educativo abierto: Acceso, colaboración y movilización de recursos educativos abiertos. [eBook]. Lulú editorial digital. http://catedra.ruv.itesm.mx/handle/987654321/564

Ramírez-Montoya, M. S., & García-Peñalvo, F. (2018). Co-creation and open innovation: Systematic literature review. [Co-creación e innovación abierta: Revisión sistemática de literatura]. Comunicar, 54, 09-18. https://doi.org/10.3916/C54-2018-01

Sellas, T. (2011). El Podcasting: la (r)evolución sonora. Editorial UOC.

Unesco. (2002). Forum on the impact of open courseware for higher education in developing countries: Final report. https://unesdoc.unesco.org/ark:/48223/pf0000128515.locale=es

Wang, X., Liu, C., Mao, W., & Fang, Z. (2015). The open access advantage considering citation, article usage and social media attention. Scientometrics, 103(2), 555-564. https://link.springer.com/content/pdf/10.1007%2Fs11192-015-1547-0.pdf

Zapata Ros, M. (2015). Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Bases para un nuevo modelo teórico a partir de una visión crítica del “conectivismo”. Education in the Knowledge Society (EKS), 16(1), 69-102. http://revistas.usal.es/index.php/eks/article/view/eks201516169102