Using podcasts to cultivate learner-teacher rapport in Higher Education settings

Conroy, Dominic and Kidd, Warren (2023) Using podcasts to cultivate learner-teacher rapport in Higher Education settings. Innovations in Education and Teaching International, 60 (6). pp. 861-871. ISSN 1470-3297

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Official URL: https://doi.org/10.1080/14703297.2022.2102528

Abstract / Description

Developing rapport with learners has presented challenges for Higher Education teaching practitioners since the onset of the COVID-19 pandemic, and increasingly practice within synchronous/ asynchronous online learning environments. Podcasts are of renewed interest as a digital learning resource in this context. We explored, inductively, views of podcasts designed for teaching and learning purposes from students (n = 11) and practitioners (n = 5) in two disciplinary settings. Textual feedback on two sample podcasts per student were subjected to content analysis. Findings underscored podcasts value as digital learning resources to help nurture teacher-student relations. Podcasts may help establish teacher credibility, may help teachers feel more familiar/approachable to learners and may provide an outlet to communicate in a kind, informal tone to attenuate learning-related anxiety. We draw on findings from our small-scale exploratory study to present practical guidance for developing podcasts designed (in part) to cultivate teacher-student rapport.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published online by Routledge, Taylor & Francis Group in Innovations in Education and Teaching International on 19 July 2022, available online: http://www.tandfonline.com/10.1080/14703297.2022.2102528.
Uncontrolled Keywords: podcasts; adult learners; digital learning; distance learning; rapport; content analysis
Subjects: 300 Social sciences > 370 Education
Department: School of Social Sciences and Professions
Depositing User: Dom Conroy
Date Deposited: 04 Jul 2022 08:06
Last Modified: 19 Jan 2024 01:58
URI: https://repository.londonmet.ac.uk/id/eprint/7790

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