Last week I speculated about whether iTunes U and its podcast lectures from top university profs would have an impact on the distance learning industry. I envisioned a bit of formal knowledge-sharing–if MIT is ok putting some of their, shall we say, premium content out there for free, how would they feel about a community college professor using it to enhance her science classes? Would other professors even be interested in doing such a thing?

Maybe not, if they listen to the Office of Technology for Education & the Eberly Center for Teaching Excellence at Carnegie Mellon University (that’s a lot to fit on your business card). They did a study on whether or not podcasting enhanced learning. And after an intensive investigation, they came up with the resounding answer:

It depends.

More to the point, they found that podcasting, like basically every other teaching method, depends on the creativity of the teacher and the motivation of the student for success. Says researcher Ashley Deal:

Podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals, by facilitating thoughtful, engaging learning activities that are designed to work in support of those goals.

I have visions of students listening to podcast lectures while playing World of Warcraft and/or updating their Facebook pages. Much like I used to do the crossword puzzle in the back row of lectures (and during the occasional small-group seminar, at which point it got thrown out the window). Students will learn if they want to learn. Plus ca change, plus c’est la meme chose.