ABSTRACT  
This paper reports on the use of podcast audio recordings to assess learning in 
a hybrid information research course.  Evidence of learning that appeared in 
the audio recordings and how the project affected student learning were 
investigated. Findings suggest that student-created podcasts can be beneficial 
in that instructors can see what students learned from the podcast content; 
students can see evidence of own learning by looking at before and after 
podcasts; and that students see methods used by other students and reflect 
on own methods/knowledge.

		Academic Exchange Quarterly  Spring 2010: Volume 14, Issue 1  
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