Podcasts can be listened to whilst completing other tasks, making it a convenient means of learning (MacKenzie, 2019). They can also be more accessible, not only in terms of where you can access it, but specifically who: “…podcasts can reach audiences beyond academic journals and research communities and can be particular helpful in reaching young people” (Johnson and Ayers, 2016). Podcasts create an opportunity to employ a wide range of tactics to making education engaging and interesting. Dainton & Zelley (2017) suggest data or statistics… and emotional tones are effective, both in which I have incorporated in my podcast.

Conroy & Kidd’s (2023) research discovered that podcasts helped reduce learning-related anxiety as it, “felt more personal… more accessible than reading texts.”. Learners also reported that using a podcast to teach helped create a relationship between the student and teacher, “it was helpful to have an introduction to the module leader and…his background…feel like he wants to be doing this.” This is why I used an introduction to myself and explained my purpose of the podcast so the audience could get a sense that I was passionate in helping to educate them but that it was okay to be overwhelmed about starting a topic they had never studied before. In Ridell et al. (2021) research of effective features of educational podcasts, the audience described segments as being particularly valuable and important to process information. I split up information by moments of music and made a point of summarising take away points at the end.

Conroy, D. and Kidd, W. (2022). Using podcasts to cultivate learner–teacher rapport in higher education settings. Innovations in Education and Teaching International, pp.1–11. https://doi.org/10.1080/14703297.2022.2102528

Riddell, J.C., Robins, L., Sherbino, J., Brown, A. and Ilgen, J. (2021). Residents’ Perceptions of Effective Features of Educational Podcasts. ProQuest. [online] Available at: https://www.proquest.com/docview/2476545040?pq-origsite=primo [Accessed 31 Oct. 2023].

Vainieri, I., Thackeray, L., Hillman, S., Perez, A., Roberts, R. and Panagiotopoulou, E. (2023). Evaluating podcasts as a science communication assessment for postgraduate students. Innovations in Education and Teaching International, pp.1–14. https://doi.org/10.1080/14703297.2023.2267047

Yuan, S., Kanthawala, S. and Ott-Fulmore, T. (2021). ‘Listening’ to Science: Science Podcasters’ View and Practice in Strategic Science Communication. Science Communication, p.107554702110650. https://doi.org/10.1177/10755470211065068