JOURNAL OF EDUCATORS ONLINE
EXAMINING UNIVERSITY STUDENT PODCASTS
AND EVALUATING APPS USING THE MOBILE APP
RATING SCALE (MARS)
Carolyn S. Hanson, University of Florida
Frederick R. Kates, University of Florida
Morgan Calzon, University of Florida
Maysen Calzon, University of Florida
Morgan Simonson, University of Florida
Ryan Romero, University of Florida
Hanadi Hamadi, University of North Florida
ABSTRACT
Podcasts can have a positive impact on students’ online experiences in higher education. University
students in groups of 5–7 created podcasts for an online Survey of Diseases and Disabilities course.
To facilitate quality podcast creation, we identied the best mobile application tools using the Mobile
Application Rating Scale (MARS). MARS is an easy-to-use multidimensional app quality rating scale
requiring minimal training useful for selecting the highest performing podcast software to aid students
in generating high-quality podcasts. After creating their podcasts, the students completed a survey about
their experience to determine their perspectives of audio podcasts in relation to course content review
and to identify the locations where students primarily listened to the podcasts. Most students felt that the
summarization components of the podcast assignment improved their understanding of class content and
listened to the podcasts at home or on a walk. Students with competing demands appreciated the exibility
podcasts provided, particularly if they were auditory learners. When implementing new technology, we
recommend investing time upfront to evaluate digital technology to maximize student learning.
Keywords: audio podcasts, online learning, MARS, COVID-19, mobile technology, digital technology
INTRODUCTION
As the world around us experiences disrup-
tion and change, it is only natural that education
will evolve to support student learning. User-
generated content such as podcasts represent a
major shift in how students engage with technol-
ogy (Dyson, 2012; Henry, 2022; O’Callaghan et al.,
2017). Podcasts are distinctive because they can be
consumed on the move in nontraditional learning
environments (Drew, 2017b; Goldman, 2018). The
term podcast is a combination of the word iPod
and broadcast. MP3 is a coding format for digital
audio les for recording speech, music, or a combi-
nation of the two, and broadcast refers to the ability
to send out media (Mastrian & McGonigle, 2019).
Studies focusing on podcasts have found that
students enjoy the change of instructional deliv-
ery and demonstrate increased engagement with
the content (Park, 2019; Peden & Domask, 2011;
Rios et al., 2018). In particular, group-generated
podcasts allow students to improve their commu-
nication, critical thinking, teamwork, organization,
JOURNAL OF EDUCATORS ONLINE
and research skills (Armstrong et al., 2009; Moryl,
2016; Sanders, 2022).
During the COVID-19 pandemic, online
learning became the new standard in educational
systems (Finnegan-Kessie et al., 2020; Sahin &
Shelley, 2020). Technology has been crucial in
transitioning to a primarily distance learning envi-
ronment. Technological media such as Zoom have
allowed live lectures to be provided remotely to
maintain safe and distanced interactions (Ransdell
& Rieck, 2020; Sahin & Shelley, 2020; Serhan,
2020). With this abrupt change and increased reli-
ance on technology in educational institutions,
there has been a shift to utilizing technological
media to foster interactive learning environments
(Peterson et al., 2020; Tejedor et al., 2021).
Group work is a method of learning used in
many higher education classrooms to improve
teamwork and collaborative skills (Ramdeo et
al., 2022; Riebe et al., 2016). In a distance learn-
ing environment, face-to-face group projects must
adjust to being remote (Finnegan-Kessie et al.,
2020). Due to advancements in technology, dis-
tanced group work and collaboration are possible,
and expanding on and observing different types
of assignments created in groups is essential. The
podcast is a medium that, in a group assignment,
requires various audio components to be recorded
by each group member and combined into a cohe-
sive unied podcast. Podcasts allow for students to
contribute to the assignment as each audio compo-
nent is unique to each group member. This audio
podcast component may help to facilitate group
work that is more collaborative in comparison with
a plain text group assignment. Students may dis-
cover that it is more meaningful to participate in
an online course when connecting with team mem-
bers on a focused assignment (Henry, 2022; Rios
et al.,2018).
Podcasts are a trending technological medium
that will help instructors facilitate assignments that
familiarize students with a mobile, 21
st
century dig-
ital learning tool. Educational podcasts have been
investigated in the past to better understand how
they can be used to engage students in learning
course content, such as by implementing genres to
generate storylines and enhance student motivation
(Drew, 2017a). Audio podcasts are a technological
medium, like music, that can be played virtually
anywhere (Chan & Lee, 2005; Hew, 2009; McGarr,
2009). The audio podcast’s transportable aspect
sparked the idea of utilizing audio podcasts in an
educational environment.
A standardized approach to analyzing appli-
cations has been employed to evaluate mobile
applications or software to create podcasts objec-
tively. The Mobile Application Rating Scale
(MARS) is a Likert scale consisting of five
categories and a content-specic category to quan-
titatively evaluate the quality and status of mobile
applications (Stoyanov et al., 2015). This scale has
been used to evaluate mobile health applications
(mHealth apps) with great success (Romero et al.,
2019). An emerging tool, the MARS is used to rate
applications to distinguish the best ones on the
market for their respective purposes. Though pri-
marily used with mHealth apps, this scale has the
potential to evaluate apps in a variety of genres,
including digital technology. An objective way to
evaluate podcast apps facilitates the selection of
more user-friendly and higher quality products and
can lead to better outcomes for students. Use of the
MARS provides the opportunity to dissect podcast
creation apps to determine the value of certain core
heuristics of the applications.
AIMS
This study aims to (1) select the highest per-
forming podcast software based on the MARS
criteria to aid students in generating high-quality
podcasts for a student project, (2) determine student
perspectives of audio podcasts in relation to course
content review, and (3) gain insight on the utiliza-
tion of audio podcasts as a mobile educational tool
by identifying the locations where students primar-
ily listened to the audio podcasts. As technology
progresses and becomes a more centralized focus
in society, it is essential to better understand how
technological media can be used to improve and
expand educational learning techniques.
METHODS
Podcast Assignment in a Higher Education
Classroom
A podcast group assignment was part of an
undergraduate course entitled Survey of Diseases
and Disabilities. This blended course provided stu-
dents access to online lectures to prepare for more
in-depth and in-person weekly discussions with
group members and the instructor. As a result of
COVID-19, this hybrid course pivoted to online,
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which included the new podcast assignment. The
Survey course covers common diseases and result-
ing disabilities. Students in the six class sections
were divided into groups of 5–7 and were assigned
a particular disease or condition. The purpose of
the assigned topic for the podcast was to summa-
rize creatively the weekly material, which was then
used to study for two examinations. Each group of
students created one audio podcast of 8–10 minutes
in length, with each group member contributing at
least 2 minutes of audio to the project. This course
was offered exclusively online to 274 students over
Zoom in the fall of 2020.
Search and Selection Criteria for Podcast
Applications
Podcast apps available on the Apple
Store and
Google Play Store were investigated methodically
to determine which apps would best benet stu-
dents in generating content review podcasts. In
order to successfully create audio podcasts, pod-
cast applications were sorted into two categories:
audio recording apps and podcast editing apps.
Audio recording apps were applications that per-
mitted the ability to record audio clips. Podcast
editing apps were applications that combined the
audio clips created by each group member into one
unied audio podcast. The following search terms
were used in the Apple Store and Google Play
Store to locate appropriate audio recording apps
and podcast editing apps: “podcast creator,” “pod-
cast maker,” “podcast editor,” and “audio recorder.”
The four search terms yielded a total of 894 appli-
cations on the Apple Store
and 800 applications on
the Google Play Store.
Exclusion Criteria for Podcast Applications
The applications reviewed were sorted through
exclusion criteria in the initial screening. The
applications that passed the initial screening were
then reviewed using MARS to establish the highest
quality applications for their respective purposes.
Applications were excluded from being catego-
rized as audio recording apps if they were unable
to download for free, create audio recordings,
share audio les, be categorized as an app with the
intended purpose of creating or sharing audio, be
viewed with an app interface written in English,
record audio without video, be free from religious
afliation, download without requiring a subscrip-
tion package or a limited free trial, record audio for
a minimum of 10 minutes, be purchased outside of
a package bundle, or be found in both the Apple
Store and Google Play Store.
Applications were excluded from being catego-
rized as podcast editing apps if they were unable
to meet the same requirements listed above for the
audio recording apps excluding the requirements
to record audio for a minimum of 10 minutes and
record audio without the video. In addition to the
previous exclusion criteria, applications were
excluded from being categorized as podcast editing
apps if they were unable to combine two or more
audio components.
Figure 1. Audio Recording Apps Filtered through Search Criteria
Note: The applications were filtered through the Audio Record Apps search criteria.
Applications found in more than one of the
four search terms were omitted from the selec-
tion criteria a second, third, or fourth time. Once
an application was excluded due to one criterion,
it was automatically eliminated from further
investigation.
Mobile Application Rating Scale (MARS) Scorer
Qualications and Evaluation
The MARS was conducted using three scorers
(undergraduate and graduate students) who, before
performing the ratings, watched a MARS training
video on how to rate applications consistently. In
order to assess interrater reliability, the raters each
performed a mock rating on three applications
assigned to them: LearnEnglish Podcast, Luke’s
English Podcast App, and VOAPod: Learn English.
Following the mock rating, the scorers were evalu-
ated based on interrater reliability and deemed
appropriately reliable after scoring the mock appli-
cations in accordance with the MARS procedures.
The scorers were then given the podcast editing
apps and the audio recording apps that met the
JOURNAL OF EDUCATORS ONLINE
inclusion criteria to evaluate using the MARS (see
Table 1 and Table 2). A total of 20 audio recording
apps and 15 podcast editing apps were nalized
after eliminating the excluded apps. These applica-
tions were then narrowed down, through MARS
evaluations, to the top ve apps for each category.
The selection of 15 to 20 applications per category
for MARS evaluation was chosen to evaluate and
determine the best quality applications available
for podcast creation. In order to give students suf-
cient app options for their podcast creation, the
top ve MARS scoring applications for each cat-
egory were attached to their podcast assignment
instructions.
Data Collection
After all groups had submitted their podcasts
over the semester, students were invited to com-
plete a brief survey consisting of 20 multiple choice
questions and three free response questions regard-
ing their individual podcast experience. Students
signed an IRB approved, informed consent ques-
tion at the beginning of the survey. Students were
allowed class time on two occasions to complete
the survey and were reminded three times to par-
ticipate to improve the response rate. Of the 274
students, 225 completed the questionnaire with an
82% participation rate. Of these 225 responses, two
participants checked “no” under the IRB consent
question, and one participant did not answer the
consent question. Therefore, these three survey
responses were not evaluated, leaving a total of
222 analyzed survey responses.
RESULTS
Scoring of Podcast Applications using MARS
The nal scores documented by the scorers
using the MARS were averaged for the podcast
editing apps and the audio recording apps respec-
tively (see Table 1 and Table 2). A higher MARS
score represents a higher quality application in
terms of app function and interface elements. The
top scoring applications were deemed to be of the
highest quality for their respective podcast gener-
ating goals. As a result of the MARS investigation,
the ve apps recommended for audio recording
apps were: AroundSound, Easy Voice Recorder,
ShurePlus MOTIV, Dolby On, and Voloco. The
ve apps recommended for podcast editing apps
were: Anchor, Podbean, Sound Trap, BandLab,
and Spreaker. The top-rated applications, along
with user-friendly instruction videos on the apps,
were attached to the podcast assignment instruc-
tion page accessible to all students on their course
webpage. Students had the option to choose any
of these apps, but they could also use another app
with which they were familiar. Explicit instruc-
tions were documented to assist students with this
assignment. A rubric was posted to outline expec-
tations for the podcast. One of the grading criteria
included the use of creative expression to enhance
the memorability of the content. Specic examples
were not given to prevent instructor bias and to
allow free artistic expression of the students. No
students had questions about the process other than
several wanting specic creative examples on how
to complete the assignment.
Table 1: MARS Scoring—Audio Recording Applications
Application Average MARS score
ShurePlus MOTIV 15.83
Dolby On: Record Audio & Video 16.36
Voice Recorder – Voz 11.42
Rev Voice Recorder & Memos 14.81
Hear Boost: Enhanced Recorder 11.84
Easy Voice Recorder 15.33
Voice Recorder + Audio Editor 14.11
Temi – Recorder & Transcriber 13.87
iRig Recorder LE 13.32
Voice Recorder: Audio Editor 14.63
Voice Changer – Audio Effects 13.54
Audio Memos SE 14.03
PCM Recorder Lite 13.97
Philips voice recorder 14.50
Auphonic Recorder 13.85
Song Maker: Music Mixer Beats 15.01
Voloco 15.77
Around Sound – Audio Recorder 15.56
Mix Pads 10.32
GOM Recorder 14.00
Note: The average scores provided for each application are the
averaged MARS score from the three scorers.
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Application Average MARS Score
Voice Record Pro 13.98
Awesome Voice Recorder 13.49
Lexis Audio Editor 12.88
Spire: Music Recorder & Studio 14.63
WavePad Music and Audio Editor 13.26
Podcast Studio By Spreaker 15.20
Podcast App & PodcastPlayer
– Podbean
15.79
Anchor 17.02
Adobe Premiere Rush for Video 15.19
Band Lab—Music Making Studio 15.51
n-track studio 9 13.27
Easy mp3 converter 11.66
Soundtrap 15.88
Audio Cuer Converger Merger 13.34
Video Converter MP4 MOV AVI HD 13.34
Note: The average scores provided for each application are the
averaged MARS score from the three scorers.
Quantitative Survey Data
After partaking in the creation and utilization
of podcasts, students completed a survey asking
various questions relating to their perceptions and
usage of the podcast assignment in their course.
The survey was analyzed and the following three
tables (see Table 3, Table 4, and Table 5) present
quantitative data.
Demographic Characteristics
Most students who participated in the podcast
assignment and completed the survey were females
between the ages of 20 and 21 in their junior year
of college. Over half of the surveyed students
reported their race and ethnicity as Non-Hispanic
whites (see Table 3).
Participants’ Perceptions
A majority of students agreed or strongly
agreed that the summarization components of the
podcast assignment improved their understand-
ing of module content. Over half of the students
reported that they could better remember course
information through creating summary podcasts
compared to plain text submissions. A majority
of students reported that the podcast was a ben-
ecial technological medium to use in reviewing
the material. Additionally, approximately 75%
of students reported agreeing or strongly agree-
ing that the podcast assignment was a benecial
medium in facilitating collaborative group work
while in a socially distant learning and online envi-
ronment (see Table 4).
The survey demonstrated that approximately
25% of the students thought the auditory com-
ponents of the podcasts were useful as they were
primarily auditory learners. This method facili-
tated their preferred learning style more positively
than other review methods. In educational settings,
a variety of methods are needed to address indi-
vidual differences in learning. The audio podcast
assignment can easily be adapted to accommodate
students of various learning styles (such as imple-
menting an audio transcript for visual learners).
Podcast Usage
Many students reported listening to podcasts in
their dorm, house, or apartment. Interestingly, the
second-highest reported location students listened
to the podcasts was while on a walk. More students
Table 2: MARS Scoring—Podcast Editing Applications
Table 3: Participants Demographic Characteristics, N=222
Age Frequency Percentage
18 – 19 9 4.05
20-21 211 95.05
22-24 2 0.9
Gender
Female 192 86.49
Male 29 13.06
Transgender 1 0.45
Race/Ethnicity: - Selected Choice
African American/Non-Hispanic Black 19 8.56
Asian/Pacific Islander 31 13.96
Hispanic/Latino 39 17.57
Multiracial 4 1.8
Non-Hispanic White 128 57.66
Not Listed (please specify) 1 0.45
Class status
Junior 215 96.85
Senior 7 3.15
Note: Information taken from the student survey describing
participant demographic characteristics
Frequency = number of students who took the survey that chose a specific response
Percentage = percentage of students who took the survey that chose a specific response
JOURNAL OF EDUCATORS ONLINE
reported listening to the podcasts while on a walk
than at the library (the third most common location
reported; see Table 5) and indicated that students
utilized the mobility aspect of the podcast while
reviewing course material. Students also reported
listening to the content review podcasts while at
the gym. These ndings are novel as other tech-
nological media would be inaccessible or difcult
to use while mobile. The pandemic could have
impacted the places in which students listened to
podcasts due to avoiding areas with high frequen-
cies of people, such as libraries, gyms, and grocery
stores. Similarly, due to the safe and less restrictive
nature of being outside, walks may have been seen
as a more popular option for listening to podcasts.
Most students utilized their laptops to gener-
ate and create their podcast assignments. Students
are required to have a laptop for this course, which
might have played a factor in why most students
created their podcasts on this particular device. A
majority of students used the Apple Store to obtain
podcast creating and editing apps.
DISCUSSION
Table 4: Participants Perception of the Podcast Assignment, N=222
Strongly
Disagree Disagree Neutral Agree
Strongly
Agree
Podcast Perception Statements N(%) N(%) N(%) N(%) N(%)
1. Given that the podcast process requires
the summarization of module information, it improved
my understanding of the content in the module. 2(0.9) 10(4.5) 32(14.41) 125(56.31) 53(23.87)
2. Preparing a podcast is less time-consuming compared
to creating a PowerPoint with equivalent content development. 20(9.01) 79(35.59) 44(19.82) 68(30.63) 11(4.95)
3. The podcast process increased my motivation to learn. 4(1.8) 40(18.02) 91(40.99) 74(33.33) 13(5.86)
4. As a student, I prefer to listen to a podcast rather than
read a plain text document to learn equivalent subject material. 14(6.31) 71(31.98) 49(22.07) 60(27.03) 28(12.61)
5. I remember information that I learned from creating
a summary podcast easier than from plain text submissions. 6(2.7) 37(16.67) 56(25.23) 89(40.09) 34(15.32)
6. This method of learning was helpful
to me because I am an auditory learner. 17(7.66) 79(35.59) 69(31.08) 47(21.17) 10(4.5)
7. I intend to use the podcast
process again in another course. 10(4.5) 82(36.94) 90(40.54) 35(15.77) 5(2.25)
8. The podcast assignment was a beneficial medium of
reviewing material in the context of the current COVID19 pandemic
(i.e., hybrid or distance learning). 5(2.25) 19(8.56) 41(18.47) 126(56.76) 31(13.96)
9. The podcast assignment was a beneficial medium used
to facilitate collaborative group work in a socially distant classroom
environment amidst the current COVID 19 pandemic. 5(2.25) 5(2.25) 47(21.17) 110(49.55) 55(24.77)
10. Uploading an audio file to my course site was easy. 5(2.25) 16(7.21) 19(8.56) 144(64.86) 38(17.12)
11. Uploading an audio file to my course
site was easier than uploading a video file. 2(0.9) 11(4.95) 140(63.06) 38(17.12) 31(13.96)
N Mean Std. Dev. Min Max
Overall Perception 222 3.370598 0.5832798 1.363636 4.818182
Note: Information taken from the student survey describing participant perceptions of the podcast assignment.
N=number of students who chose a specific response
% percentage of students that took the survey who chose a specific response
JOURNAL OF EDUCATORS ONLINE
Current and Prospective Use of Audio Podcasts in
Educational Settings
Prior research indicated a need for further
exploration in determining how student-generated
podcasts may inuence student learning. Previous
investigations have primarily focused on instruc-
tor-generated podcasts in educational settings
(Hew, 2009). This study contributed to the body
of knowledge on student-generated audio pod-
casts as past research indicated that most students
in higher education listened to podcasts while on
a computer at home or in a residential hall com-
pared to a mobile device while on the go (Hew,
2009). Students in this study primarily listened to
podcasts at their residence, while the second high-
est reported location was on a walk—indicating
that some students utilized the mobility benets
of audio podcasts (Norris et al., 2020). Moreover,
if students exercise while listening to review con-
tent, they may process and utilize the information
more efciently. Exercise can be compatible with
learning and may be an additional benet for those
students reviewing material while walking or
working out. Though physical activity has shown
some improvement in educational outcomes, such
as time on task, it is yet to be determined if cog-
nitive performance in children and adolescents is
impacted (Norris et al., 2020). This is a fertile area
of study.
As distance learning has become the new stan-
dard in higher education, it is important to explore
podcasts, as well as other technological media, to
facilitate remote learning (Peterson et al., 2020;
Tejedor et al., 2021). Henry (2022) advocated focus-
ing on the specic characteristics of technology in
order to improve student engagement. The mobile
aspect of the podcast increases the value of using
this particular technology and should be empha-
sized for its educational and health merits.
Students provided comments on the podcast
experience and the most common theme was that
creating the podcast was more meaningful and
memorable than listening to other groups’ pod-
casts. When students are purposefully engaged
in synthesizing and presenting content, they are
activating more of their cognitive resources. In
comparison, listening to podcasts can be viewed as
being passive. If there is little creative effort put
forth by the podcast creators, the information most
likely will not be remembered. Groups facilitate
discussion and allow for experimentation, but it
does take effort for some groups to be creative. The
act of preparing and producing a podcast appeared
to have more impact on assimilating content as it is
a collaborative process. Students frequently com-
mented that creating a podcast was more valuable
for their exam preparation than simply listening to
one. About half of the 48 groups were creative in
their approach to summarizing content by utilizing
interesting music and entertaining ways to inter-
view people and by focusing on essential points.
Table 5: Participants Podcast Usage, N=222
N %
Where did you listen to the podcasts?
Check all that apply
At dorm/house/apartment 186 83.78
On a walk 50 22.52
At library 27 12.16
Other 27 12.16
On the way to class 25 11.26
At the gym 11 4.95
At the store 3 1.35
What device(s) did you use to watch the student
generated podcasts? Check all that apply
Laptop 182 81.98
Smartphone 105 47.30
Tablet 8 3.60
Desktop 7 3.15
What device(s) did you use to create the student
generated podcast? Check all that apply
Laptop 186 83.78
Smartphone 142 63.96
Desktop 12 5.41
Tablet 5 2.25
Application Store used to obtain app
used in podcast assignment.
App Store 155 69.82
Other 53 23.87
Google Play 14 6.31
Note: Information taken from the student survey describing podcast usage.
N=number of students who chose a specific response
%=percentage of students that took the survey who chose a specific response
JOURNAL OF EDUCATORS ONLINE
Other groups read a great deal of information
quickly without forethought on how to present it
in a useful fashion. We advise instructors to guide
students on what methods to employ to engage
interest and emphasize the value of attracting the
attention of listeners when creating a podcast.
Capturing the interest of listeners takes planning
and thinking about what is relevant but also using a
novel or entertaining approach can make a memo-
rable podcast.
Limitations
This study used the MARS to evaluate the
quality of various applications. The MARS is a
valid scale used for mobile health applications and
has been used to evaluate other genres of appli-
cations in current research (Romero et al., 2019).
Research should be conducted using the MARS
to further evaluate the quality of various types of
mobile applications. A limitation in the study was
that applications evaluated by the MARS had to
be in both the Google Play Store and Apple Store;
therefore, applications that were sold solely by the
Google Play Store or Apple Store were not reviewed
or rated. Additionally, it would have been useful to
add additional qualitative survey questions pertain-
ing to the specic apps utilized by students. In this
study, interrater reliability was conducted among
the MARS evaluators. However, because the
MARS evaluators used a rating scale with some
subjectivity, there may have been discrepancies
amongst rater scores. This study allowed students
to decide where they listened to the podcasts, but
it was certainly impacted by social distancing and
restrictions placed on enclosed public spaces stu-
dents could access.
Future Research
The next steps for researchers are to expand
on emphasizing the mobility benets of audio
podcasts in educational settings. Future research
should be conducted when there are no limita-
tions in being in public spaces to further evaluate
student use of educational podcasts in mobile set-
tings. Additionally, research should be conducted
to further evaluate the various benets of student-
generated audio podcasts in educational classroom
settings. Previous research has examined how
the genre can be both a versatile and engaging
tool to enhance student learning (Drew, 2017a).
In this study, students were invited and strongly
encouraged to generate creative and engaging pod-
casts; however, particular genres were not specied
nor were examples provided. We recommend that
student-generated podcasts encompass a variety of
genres to attract listeners’ attention such as celeb-
rity panel interviews, game shows, testimonials,
musical parodies, etc. Students may need some
assistance or be provided with limited examples to
promote creativity.
CONCLUSION
This assignment was structured to allow
everyone in the group to participate collabora-
tively with easy to create and consume technology.
The ndings from this study highlight that pod-
casts were reported to be a benecial medium in
understanding and summarizing course content
and facilitating group work in a socially distant
learning environment. Students utilized the pod-
cast to review course material in various settings
including at home, on walks, at the gym, and so
forth—showcasing the mobile aspects of the pod-
cast. The MARS was utilized to evaluate podcast
apps that were the best to use to ensure a good
product and a good learning experience.
Classes are gradually returning to in-person
instruction, but educators have learned how to pivot
to online learning in times of sickness, disaster,
and extenuating student and instructor circum-
stances to allow “live” or synchronous education.
It is conceivable that online options will be utilized
to an even greater extent, which the pandemic has
shown to be effective. With technological advance-
ment, we can diversify our educational methods to
enhance learning. No matter the context, the pod-
cast is a recommended tool to review material in
a user-friendly manner while students are outside
and engaging in physical activity or in their home.
JOURNAL OF EDUCATORS ONLINE
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