How Can Using Audio Improve Teaching and Learning?
Using audio as an instructional tool offers several pedagogical benefits. For example, including audio in online courses as part of course or module introductions/summaries, lectures, announcements or personalized assignment feedback is a great way to enhance instructor presence and reduce learner’s sense of isolation. From a student perspective hearing the instructor's voice is more personal than written words alone (Bolliger et al., 2010).
Audio content is particularly valuable in the context of language learning and acquisition in that it allows students to more easily listen to and/or interact with native speakers in order to improve pronunciation, vocabulary, and comprehension skills. It can also increase accessibility by making course content available to students in alternate or additional formats.
Audio recordings can be made available in a variety of formats, including single files, or episodic podcasts. The conversational style of dialogue used in most podcasts has been associated with better online student experiences and outcomes and podcasts have the additional benefit of being available on platforms with which most students are already familiar (like Spotify or iTunes) (Bollinger, et al., 2010). Podcasts and/other audio content are also easily accessible via mobile devices, thereby allowing for learning on-the-go.
When using audio within your course, you can select from the rich assortment of educational recordings and podcasts already available, or create your own using Zoom or other recording technologies.
Key Considerations: Creating and Using Audio
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When creating your own audio, keep in mind the following:
Time: How much time do you have and how long do you want your audio content to be? Begin with a script of what you will say and rehearse your content to determine the length.
Resources: Do you have access to an audio editor (like Audacity or Adobe Audition) and a good microphone? Can you use your mobile phone, or do you have an audio recorder? Do you have a quiet space to record?
Skills: Do you know how to create, edit and share an audio file from programs like Audacity, or Adobe Audition? Do you know how to hook up and test your microphone, or how to record on your mobile phone?
See the "Where Can I Learn More?" section at the bottom of this page for ways to access assistance or build your skills.
Recorded audio can be used:
As a study aid to assist students in reviewing after the lecture
To enable students to review the lecture in preparation for discussion and debate
On an ongoing basis as a reference for students
To free up class time for discussion. Making recorded lectures available before class meetings makes more time available for discussion and hands-on activities.
As with all external online content, links can change or break if audio files are relocated or removed. Before each iteration of the course, you should review your Canvas course and fix any broken links.
For optional or supplementary podcasts, either set your links to open in a new window so the visual cueing (indicating an external link) on the Canvas content pages is consistent, or make sure they are clearly labelled as optional.
Including a short introductory summary can help orient learners to the content.
Have high quality sound and allow for volume adjustment, playback, speed variation, and pausing
Are short in duration as this helps to maintain student engagement; or for longer podcasts/videos, focus in on the most valuable parts, and include timestamps identifying the information to which students need to listen
Align to the course/module goals and assessments
Are entertaining and easily listened to
The most common software for editing and recording audio are listed below:
When you use audio created by others, please note that it is likely protected by copyright. You may be able to use it if it falls under fair dealing or an educational exception (see the Copyright for instructors at SFU. In cases where copying is not covered by fair dealing or an educational exception, or where the terms of use explicitly prohibit the copying, you will have to obtain permission to copy material. You can contact the SFU Copyright Office for assistance.
It’s important to attribute the creators correctly. It models a fundamental part of digital literacy for students when work is cited and information such the creator’s name, links to sources material and copyright licence are included. BCcampus’s Self-publishing Guide provides examples and recommendations on Embedding and Linking different types of media.
Accessibility and inclusion initiatives are sometimes misunderstood as special accommodations only benefitting historically marginalized students, such as; persons with hearing, visual, physical or cognitive challenges or disabilities, gender non-conforming or persons from racial, ethnic or cultural minority groups. Just as the use of closed captions benefits all students, not just those who are deaf or hard of hearing, addressing accessibility and inclusion from the onset of course design is the best way to be responsive to the needs of all learners. These initiatives can ensure equal opportunities for successful learning.
Adding music and/or sound effects can enhance your video or audio recordings. Here are some resources for royalty-free and Creative Commons audio works.
The EdSurge Podcast podcast "A Podcast for Every Discipline?" discusses the current state of educational podcasts. The affordances of podcasting make it a popular way for people to use audio to learn. Teachers are using podcasts as part of their online courses and even in classroom settings. For example, podcasts used as course "readings" overcome some of the limitations of text for teaching language and can enrich the student's learning experience. Click on the linked samples below to listen.
Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55(2), 714-722. doi:10.1016/j.compedu.2010.03.004
Calandra, B., Barron, A. E., & Thompson-Sellers, I. (2008). Audio use in E-learning: What, why, when, and how? International Journal on E-Learning, 7(4), 589.
Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55(2), 714-722. DOI 10.1016/j.compedu.2010.03.004
Mayer, R. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
EdMedia Spotlight
SA 302W
Dr. Amanda Watson, a Senior Lecturer in the Department of Sociology & Anthropology, uses podcasts to provide pre and post-lecture materials in her blended SA 302W (Global Problems and the Culture of Capitalism) class.
