Evidence-Based Teaching Project

Educating through Earbuds

Implementing the Activating Podcast Method in University Humanities Classrooms

In winter 2021, my advisor Elizabeth Digeser asked me to serve as reader for HIST 114A, “History of Christianity to 800 CE” Though I'd only been a teaching assistant twice before, I accepted - partly because I hoped to teach the course myself that summer. Suddenly, I found myself in the pedagogical deep end during COVID-19 remote learning, tasked with updating the course syllabus as part of my training. From these earliest days as a higher-ed instructor, I was already wrestling with how to deliver course materials in ways that would truly engage students and support their learning. My initial attempts proved rocky - I overwhelmed students with excessive homework and failed to fully leverage Professor Digeser's expertise by spending too much time on material outside her specialization.

Despite these early missteps, the course ultimately succeeded, and I remained determined to improve both the materials and their delivery. When I taught the course again that summer, the results were more positive. By summer 2022, I faced a new challenge: transitioning to in-person instruction while rethinking the course structure. Drawing on my pandemic-era online teaching experience, I wanted to implement a flipped classroom model—though I didn't yet realize this aligned with established blended learning principles (Fuller, 2021).

I'd grown dissatisfied with the traditional formula I'd encountered in prior courses: read at home, lecture in class, discuss in sections. While this worked for large lectures, it forced uncomfortable compromises in smaller upper-division courses, often truncating either lectures or discussions. I became convinced that classroom time could be better spent on discussion. Traditional lectures typically followed a one-directional format with only occasional student questions, and with laptops now ubiquitous, the risk of distraction made me question whether lectures represented the best use of precious in-person time.

In courses with large amounts of information that need to be presented to students, like in history courses, many educators find it difficult to make time for the wide variety of pedagogical goals their course might have from an introduction to the scholarship of the field, to critical engagement with primary sources, developing transferable skills, and cultivating an ability to engage in discussion and research on the subject. This difficulty is partly due to the amount of time educators dedicate to one-directional knowledge transfer in the form of in-class lectures. This approach to teaching takes time away from the other pedagogical goals, especially those more suited to an in-person learning environment. Here, I will suggest a potentially useful alternative to the usual method of teaching and structuring time in the history classroom: the Activating Podcast Method. 

The Activating Podcast Method (APM) represents a blended learning approach designed to effectively convey expertise while creating an environment conducive to student growth. First developed by Nathalie Muffels & Astrid Van Weyenberg in the fall of 2021 while teaching at the University of Leiden, this method emerged from their efforts to positively engage film and literacy studies students by enhancing remote teaching with active learning principles (Muffels & Van Weyenberg, 2024).

Research on educational podcasting initially flourished in the late 2000s as the medium gained popularity, peaking around 2008. The term “podcast” itself originated with Ben Hammersley in 2004, combining “iPod” and “broadcast” to describe downloadable audio blogs. These digital audio files, sometimes including video as “vodcasts,” enabled hosts to share information on specific topics with listeners. However, scholarly interest waned between 2017 and 2019 before experiencing renewed attention during COVID-19's forced transition to online learning. Podcasting in education isn't novel (Ting, 2014), and its value in blended learning environments has been consistently demonstrated. Ting particularly highlighted podcasts' multimodal nature and suitability for such contexts: “The usefulness of the audio or video podcasts is rated highly because students can preview or review the lesson at their own pace. Interestingly, students state that they do not attend lectures less because of the availability of podcast material. They still value highly the interaction with teachers and classmates in lectures. Interaction is an important aspect of introducing podcasting in lessons.” (p.129) Extensive research supports combining audio with reading to enhance comprehension (Nugent, 1982 through Yang et al., 2022), forming a key component of Universal Design for Learning's multiple means of representation principle. Providing podcast transcripts—whether pre-written scripts or generated through dictation software—thus becomes both pedagogically valuable and technically feasible.

Vodcasts offer unique advantages as lecture replacements by avoiding the comprehension drawbacks of using audio/video instead of text (Caspi et al., 2005). These video podcasts allow students flexibility in when and where they engage with content while maintaining the lecture's informational value. The COVID-19 pandemic significantly boosted blended learning's role in higher education, with studies across disciplines suggesting benefits including improved knowledge retention, engagement, confidence, and motivation when properly implemented (Buhl-Wiggers et al., 2023; Castro-Rodríguez et al., 2021). Educational podcasting's specific advantages include: Enhanced material comprehension and student confidence (O'Connor et al., 2020), flexible pacing for varied learning needs (Bergman & Sams, 2012), cost-effective production for instructors (King & Gura, 2008), and compatibility with supplementary visual materials.

Muffels & Van Weyenberg's (2024) APM embraces the multimodal benefits of vodcasts: “Our initial podcast lectures that were part of the APM pilot during the first lockdown still mimicked traditional lecture methods. Realising that by transforming a 45-minute lecture into a 45-minute podcast, we did not fully benefit from the possibilities the medium has to offer, we decided to develop the APM method by incorporating conventions from both academic teaching and podcasting.” (p.6) In response to student feedback, Muffels and Van Weyenberg formulated the APM to incorporate the podcasts into a holistic course design. APM calls for a structured 3 “B” approach: “bestuderen, beluisteren, bespreken” (studying, listening, discussing). This framework combines independent preparation with active learning exercises and graded assessments, culminating in classroom discussions that build on students' podcast-enhanced preparation.

I am enthusiastic about this approach because my teaching philosophy centers on two fundamental goals that align perfectly with the APM. First, I strive to create dynamic, student-centered classrooms that prioritize interactive learning through discussion, critical inquiry, and flipped classroom modules enhanced by digital tools and collaborative spaces. Second, I'm committed to accessibility and inclusivity by implementing Universal Design for Learning (UDL) principles—providing materials in multiple formats, offering flexible assignment methods, and supporting diverse learners, including those with disabilities or unfamiliarity with academic norms. The APM directly serves both these goals. For interactive learning, it removes one-directional knowledge transfer from classroom time, allowing me to focus on student-centered discussions while leveraging digital tools to create collaborative online spaces. While we must be mindful of post-pandemic digital fatigue, the APM's judicious use of technology fosters the in-person interactions students crave by reserving classroom time for what it does best: interpersonal engagement.

Regarding accessibility, the APM is compatible with UDL's core principles. As the framework states: “The goal of UDL is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.” The APM achieves this through multiple approaches. Firstly, UDL Guideline 1 emphasizes the importance of making key information equally perceptible to all learners by presenting content through multiple modalities. This principle directly informs the APM’s approach; our podcasts must engage multiple senses, combining audio with visual components like accompanying videos and transcripts for students who are hard of hearing. These materials should also be adjustable, allowing users to amplify sound or resize text in video components. Importantly, the method excels at incorporating diverse perspectives by featuring interviews with scholars who bring specialized expertise to specific topics. This multifaceted approach not only accommodates learners with sensory and perceptual disabilities but also enhances comprehension for all students. The qualities of podcasts align perfectly with UDL Guideline 2's focus on accessible language and symbols. The podcast format inherently encourages conversational, accessible language since complex sentence structures prove impractical. When we add visual elements to podcasts—incorporating signs, graphs, and imagery to complement spoken content—we create even clearer, more comprehensible presentations that foster shared understanding across the classroom. The “active learning” component of the Activating Podcast Method, particularly the in-class discussions and student-centered activities, embodies UDL Guideline 3's emphasis on collaborative knowledge building. This process transforms information into meaningful, actionable knowledge by leveraging students' diverse perspectives and experiences. Through dialogue and shared activities, students refine their ideas while developing a more robust, adaptable understanding. Research consistently shows that such collaborative environments promote deeper learning and collective knowledge advancement. UDL Guideline 4 highlights the need to design materials and environments that accommodate diverse student needs and preferences. The Activating Podcast Method's digital tools integrate seamlessly with common assistive technologies, enabling crucial conversions between text and audio formats, both for students using these tools independently and instructors adapting materials proactively. For UDL Guideline 5's focus on multiple expression modalities, the podcast method creates valuable opportunities. Students can engage with embedded activities and questions during lectures, then explore these concepts more deeply through in-person discussions with both peers and instructors. The method particularly excels at addressing UDL Guideline 7's call to optimize choice and autonomy. By making lectures available as portable digital content, students gain unprecedented control over their learning process - they can watch, stream, or listen to materials outside class, rewinding difficult sections or pausing to study visual elements without needing to interrupt an instructor's flow. While the Activating Podcast Method doesn't encompass every UDL guideline, it significantly strengthens most principles, creating a flexible framework that can be continually refined to better serve all learners while maintaining academic rigor.

While I have yet to implement the APM as such in my classrooms—indeed, I only encountered the method in the course of research for the Certificate in College and University Teaching—my own implementation of podcasting as a tool in my HIST 114A courses, “The History of Christianity,” was similar in some regards. I taught this course using podcasts on two occasions: first in the summer of 2022 and then again in the fall of 2023. The first run of this course, in the summer of 2022, had 21 students; the second run, in the fall of 2023, had 42 students.

My method of using podcasts aligned with the Activating Podcast Method (APM) in several significant ways. Like the APM, I recognized the importance of incorporating multiple voices in podcasts. As Muffels and Van Weyenberg (2024) note, “Students had suggested the podcasts could be improved by adding different voices to the voice of the lecturer. To create a more varied listening experience, in the revised podcast series we included different audio fragments (documentaries, interviews, music) and invited colleagues to share their opinions and expertise in interviews or debates” (p. 6). I had similarly intuited that multiple voices would enhance my podcasts, though our implementations differed in purpose and execution. Additionally, in creating my lectures, I mirrored the APM's attention to student engagement by keeping episodes to approximately 45 minutes—the duration of a typical university lecture—as Muffels and Van Weyenberg had done. Some elements of Universal Design for Learning were also present in both approaches; while I didn't systematically apply these principles, I did intuitively provide podcasts in multiple formats (audio with transcripts) to accommodate different learning preferences, albeit without the visual components that technological limitations prevented me from including.

Despite these alignments, my approach differed from the APM in several key aspects. Most notably, while the APM employs additional voices primarily through guest experts and interviews (i.e., via guest lecturers and interviews), I used alternate voices to distinguish between my commentary and direct quotations being analyzed. During my lectures, when presenting a quotation, I would pause momentarily before a separate voice—changing according to the source—would deliver the quoted material before my narration resumed. Furthermore, the APM advocates for multimodal podcasts that incorporate visual elements, essentially creating vodcasts that use text, graphics, and images to create more dynamic, multi-representational materials. My podcasts remained strictly audio-based without these visual components. The sequencing of learning activities also differed: where the APM prescribes studying first, then engaging with interactive podcasts before classroom discussion, I reversed the initial steps by having students first listen to non-interactive podcasts, then read primary sources through the interpretive framework established by those podcasts, before coming to class prepared for guided discussion.

Qualitative distinctions also emerged in our podcast construction and usage. The APM integrates active blended learning features such as embedded interactive exercises within podcasts, while my podcasts contain no such built-in activities. Instead of directly grading podcast engagement, I assessed comprehension through daily quizzes on the podcast content. While I incorporated multiple voices to diversify perspectives as the APM does, I did not fully develop their intentional strategy of using podcasts to specifically prime classroom discussions. Student feedback indicated appreciation for my approach, but comparison with the APM methodology reveals opportunities to implement more purposeful, engagement-focused designs in future iterations. The research by Muffels and Van Weyenberg demonstrates the APM's effectiveness, with their multi-year data showing significant increases in student motivation and engagement through this multimedia approach. Their students particularly valued the flexibility to complete podcast listening and individual exercises at their own pace, with most reporting that the activating exercises aided comprehension and reflection. The structured weekly exercises also enhanced time management skills while fostering personal responsibility, autonomy, and self-confidence in learning. Collaborative components proved similarly successful, with students appreciating group assignments as safe discussion spaces. These outcomes suggest the APM successfully addresses traditional teaching limitations by boosting motivation, engagement, and comprehension, results that highlight both the strengths of my prior use of podcasts and the potential further benefits of fully applying the APM in future iterations of the course.

In my own implementation, the use of podcasts was largely successful in improving student engagement, and student feedback was overwhelmingly positive toward both the podcasts and the flipped course design, though there are areas where improvement (that the APM can offer guidance on) will be necessary. In most lecture-style courses, student engagement was only measurable through general observations: the classroom's ability to recall information when asked or to pose questions that arose during lectures. However, with this flipped classroom style, students arrived prepared with questions they were expected to ask, as well as the ability to break into small groups and discuss key concepts—a direct result of implementing podcast methods. This shift enabled more collaborative and active learning.

During the summer 2022 session, students responded enthusiastically to the increased discussion time: “The discussion section of each meeting was very useful! I really enjoyed it. The questions really sparked a need to analyze the documents further," and "Having a dedicated time for discussion was really great.” Some were particularly effusive about the flipped design’s engagement value, noting, “Evan is the most organized teacher I know. His excellent command of time control ensures that every part of the lecture gets an appropriate amount of time. His organization of the lectures is truly creative. He makes the lecture enjoyable and successfully mobilizes everyone to actively participate.”

Similarly, in fall 2023, many praised the format: “I really loved how we listened to/read the lecture material before meeting as a class, and then used class time to ask questions and discuss the material. This allowed me to digest what we were learning in my own time, without feeling pressure in class.” and that I “encouraged asking questions, encouraged going beyond the lecture, promoted group discussions, and encouraged experiments.” “I really enjoyed the lecture podcasts. I think the professor's concept—where we learn first and then come to class with questions—was very effective.”

The podcasts also made dense material accessible, as students highlighted: “Evan perfectly made very dense and complex topics not only approachable, but enjoyable.” “He is very passionate about what he teaches, and it makes it more interesting.” “His lectures were organized, and he utilized class time to perfection.” However, the approach wasn’t universally ideal, and differentiated learning will be necessary for some students to engage effectively. One student remarked: “The flip lecture style also bothered me somewhat, but I am more of an in-person learner, so I would say that's more a matter of personal preference.” This mixed feedback underscores that there is no silver bullet for course design and that differentiated instruction remains essential. Some students also disliked the quiz component: “Lectures outside of class (with penalty of daily quiz) makes learning feel forced instead of conducive in a traditional lecture setting.” Here, the interaction between quizzes and lectures caused some students consternation. While the quizzes ensured a foundational grasp of concepts, at least one student perceived them as punitive rather than an opportunity to demonstrate their knowledge.

The flipped classroom model, supported by podcasting, has yielded several critical insights for my teaching practice. First and foremost, while students clearly preferred this design to traditional lectures, their feedback emphasized that in-person, personable interactions remain indispensable as a supplement to digital content. Looking ahead, I plan to integrate four key APM principles to refine this approach. First, I aim to adopt the APM’s multimodal framework by augmenting audio podcasts with visual and video components, enhancing accessibility and engagement. I will preserve the 45-minute duration that both my experience and the APM validate as ideal for keeping student attention. Second, I intend to diversify the voices featured in these materials—not merely through quoted text, but by incorporating documentary clips, expert interviews, and guest lectures. This expansion would align with the APM’s emphasis on varied perspectives while addressing student requests for richer content. Third, and perhaps most crucially, I will reimagine assessment by replacing daily quizzes with interactive, low-stakes reflection questions embedded directly into the podcasts. Student criticism of quizzes as “forced” rather than formative revealed a need for assessments that feel integral to learning rather than punitive. The APM’s model of activating exercises offers a proven alternative. Finally, while my current sequence of listen, read, discuss has shown promise, I am curious to experiment with the APM’s  3 “B” approach—read, listen, discuss—to determine which sequence better primes students for discussion. Regardless of sequence, the core strength of this model, that is, its ability to make humanities courses more dynamic for all participants while improving outcomes, has been firmly established both in prior research as well as in my own implementations of this tool in the classroom.