Examining Engagement,Note-Taking,and Multitasking in Podcast-Based Learning

Abstract

In this follow-up study, we examined mode of accessing assigned podcasts (listening to podcast audio, reading the transcript, or both) relative to exam performance while explicitly measuring note-taking and multitasking. We collected data between fall 2020 and spring 2022 at two midwestern regional public universities and conducted bivariate cross-tabulations and multivariate logistic regression analyses. We found mode of access less important for exam performance than students’ engagement with the material. Some types of notes conferred advantages, whereas multitasking disadvantaged students relative to exam performance. Still, students who listened to assigned podcasts were the least likely to take notes and most likely to multitask, meaning mode of access was not entirely unimportant. Additionally, note-taking and multitasking were connected: Notetakers were less likely to multitask. As suggested in previous research, offering students multiple modes of access and instructing students how to best engage with assigned content remain best practices.