Title: How economics faculty perceive adopting podcasting as a viable teaching method: resistance to change and theoretical foundations
Authors: Frank V. Trombino
Addresses: Department of Business Administration and Accounting, Flagler College, Tallahassee, 444 Appleyard Drive, Tallahassee, Florida 32304, USA
Abstract: The dominant undergraduate teaching method in economics courses remains 'chalk and talk' or in-person instruction. The need for change to the pedagogy in the teaching of undergraduate economics, particularly in macroeconomics, was influenced by the recent financial crises. As part of this change, the manner in which students learn and the strategy for delivering economic concepts to undergraduate students may benefit from a student centred approach, including the adoption of podcasting in the classroom. Several factors have affected faculty perceptions such as experience, acceptance and intent to teach, barriers to adoption of technology and attitudes and opinions. Two theoretical models are presented which frames the potential adoption and ultimate use of podcasting by higher education faculty teaching economics.
Keywords: faculty perceptions; financial crises; macroeconomics; resistance to change; theoretical foundations; technology acceptance model; TAM; student centred teaching; viable teaching method; podcasting adoption; chalk and talk; diffusion of innovations theory; DOI; economics education; undergraduate economics; higher education.
International Journal of Teaching and Case Studies, 2014 Vol.5 No.3/4, pp.331 - 338
Available online: 26 Feb 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article