How economics faculty perceive adopting podcasting as a viable teaching method: resistance to change and theoretical foundations Online publication date: Thu, 26-Feb-2015
by Frank V. Trombino
International Journal of Teaching and Case Studies (IJTCS), Vol. 5, No. 3/4, 2014
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.
Online publication date: Thu, 26-Feb-2015
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