Interactive lecture podcasting: Probing the impact of dialogue design in LAMS

This paper discusses the potential utility of interactive lecture podcasting in LAMS, which is based on a preliminary examination of the data of a curriculum innovation study. The case was a teacher education (TE) unit that produced unexpected student learning behaviour. An analytic induction methodology, in conjunction with educational data mining techniques, was used to analyse the data. The purpose of the study was to better understand one specific aspect of students’ active participatory learning behaviour, vital for their success in higher education (HE): willingness to engage in online peer-topeer dialogue. The paper closes with a suggestion for more systematic monitoring of HE students’ online learning behaviour.