Abstract
Podcasts continue to grow in popularity and availability. Recent advances in podcast mobile apps and recording technology have simplified the process for producing high quality podcast content. Consequently, the popularity of podcasts and the ease with which they can now be produced offer counselor educators and students a breadth of opportunities for recording and integrating their own podcasts within marriage and family counseling courses. This article provides an overview of basic podcast technology and recording methods, proposes a variety of educational applications, and offers suggestions for future research.
Keywords
Introduction
Recent survey data indicates that the popularity of podcasts is currently at an all-time high (Edison Research, 2023). Listeners generally enjoy podcasts for their convenience, portability, and capacity to educate and entertain (Casares, 2022, 2023; EX-IQ, 2019; Statista, 2023). Additionally, advances in podcast mobile apps and recording technology have simplified the process for producing high quality podcast content. Now, anyone with a smartphone or tablet can quickly record, edit, and publish podcasts across a range of popular content distribution platforms (Winn, 2021, 2022a). Consequently, the popularity of podcasts and the ease with which they can now be produced, offer counselor educators and students a breadth of opportunities for recording and integrating their own podcasts within marriage and family counseling courses. This article provides an overview of basic podcast technology and recording methods, proposes a variety of educational applications, and offers suggestions for future research.
Literature review
Podcast popularity and proliferation
After experiencing a modest decline in 2022, podcast listenership recently reached a new all-time high in the United States. According to Edison Research (2023), 237 million Americans are familiar with the medium of podcasting (83%), while 183 million Americans have listened to a podcast (64%) at some point. Notably, 31% of Americans surveyed listen to podcast on a weekly basis (89 million) and consume an average nine podcasts per week. Moreover, 52% of Americans aged 12 to 54 report monthly listening habits, and it is estimated that between 120 million and 164 million U.S. adults listen to podcasts on a monthly basis (Edison Research, 2023; Statista, 2023). Listenership is equally distributed across gender and racial-ethic groups and is proportionate the demographic makeup of the United States (Edison Research, 2022; Nielsen, 2021; Statista, 2023). To date, around 2.5 million podcasts in over 100 languages have been created, with 450,000 podcasts currently active (Schaffer, 2023). Easy-to-use apps, such as Anchor, BounceCast, PodBean, and Spreaker offer limited-use free plans, which allow users to record and edit podcasts on mobile or tablet devices. More sophisticated subscription platforms such as Adobe Audition, Hindenburg, and Reaper, offer advanced features designed for computer-based recording, editing, and sound mixing. Accordingly, more and more people are beginning to produce original podcasts due to increased familiarity with the medium and the recent proliferation of free and low-cost recording/production apps (Chin, 2018; Rodnunsky, 2022). In fact, the production process is now so simple that children have begun to produce podcasts as a hobby and, in some case, to generate income (Chan, 2022).
Educational uses and versatility
Podcasting has been used by educators since the technology's earliest days (Campbell, 2005; Chan & Lee, 2005; Flanagan & Calandra, 2005), with professors, in particular, utilizing podcast technology to record course lectures since the mid-2000s (Read, 2007). As Casares (2022, p. 124) observes: “Podcasts have become increasingly popular because they offer listeners a portable, convenient alternative to reading a book or viewing a screen” (Davidson et al., 2019; Drew, 2017; Perks & Turner, 2019; Statista, 2023). Additionally, educational podcasts have been noted for improving listening skills (Gonulal, 2020; Smythe & Neufeld 2010), increasing content acquisition (Collier-Reed et al., 2013; Evans, 2008; Kennedy et al., 2014, 2016; Robinson & Robertson, 2010), and promoting student engagement (Flanagan, 2015; Godsey, 2016; Middleton, 2009; Morgan, 2015). Podcasts have also been utilized to distribute knowledge and enhance professional practices in the fields of education (e.g., Allen, 2019; Besser et al., 2022; Drew, 2017; Forbes & Khoo, 2015; Lowe et al., 2021; Popova et al., 2014), medicine (e.g., Ahn et al., 2016; Clarke et al., 2020; Davidson et al., 2019; Hanafi et al., 2022; Hurst, 2019; Shiang et al., 2021), nursing (e.g., Blum, 2018; King, 2022; O’Connor et al., 2020), and social work (e.g., Diebold et al., 2021; Ferrer et al., 2020; Fronek et al., 2016; Singer, 2019).
Method
Rationale
Podcasts offer listeners free and engaging resources for learning new information (Allen, 2019; Casares, 2023; Salloum & Smyth, 2013; Swanson, 2012), in a convenient format that aligns with the technology habits and listening practices of the majority of Americans (Nielsen Insights, 2018; Roose, 2017; Walker, 2022). Given the widespread popularity of podcasts, and the relative ease with which they can now be produced, it is reasonable to assume that counselor educators and counseling students would embrace the opportunity to create original podcasts within marriage and family counseling courses (Casares, 2022; 2023). The proposed activities aim to provide various educational benefits such as: (a) enhancing instructional methods (Middleton, 2009; Rockinson-Szapkiw & Walker, 2009; Salloum & Smyth, 2013), (b) improving information acquisition (Collier-Reed et al., 2013; Evans, 2008; Kennedy et al., 2014, 2016; Robinson & Robertson, 2010), (c) prompting deeper engagement with course content (Flanagan, 2015; Godsey, 2016; Middleton, 2009; Morgan, 2015), (d) creatively expressing unique perspectives (Meserko, 2014; Murray, 2019), (e) promoting self-directed study (Bolliger et al., 2010), and (f) strengthening professional collaborations (Alvarez, 2020; Harter, 2019; Kwok, 2019; Murray, 2019; Quinones, 2016).
Technical considerations
The length of the average podcast is typically between 30 and 60 minutes (Stitcher, 2020); however, Kidd (2011) affirms the value of shorter podcasts. Older data indicates that 85.5% of students surveyed preferred listening to educational podcasts shorter than 15 minutes (On Tam, 2012). Relatedly, Chan and Lee (2005) contend that podcast lengths should align with commute times to and from school or the time it takes to walk from one lecture to another.
The process for recording, editing, and publishing podcasts ranges from relatively simple to quite complex. The purpose, intended audience, desired production quality, and level of time commitment will inform the technical tools and approaches utilized (Jones, 2014; Kwok, 2019; Winn, 2021, 2022b). On the most basic level, podcasts can be recorded via smartphones, tablets, or computers. External microphones are not essential; however, commonly owned devices such as earbuds and video game headsets (with built-in mics) offer more than adequate audio quality and can be used in place of traditional broadcast microphones (Gangji, 2022; Pase, 2021). Consequently, podcasting apps and mobile devices have increased the average person's ability to create and disseminate quality learning materials (Casares, 2022; Chin, 2018; Winn, 2020).
While podcast production Apps such as Anchor, BounceCast, and PodBean are designed to be intuitive and user-friendly, numerous free tutorials and training courses are available via informational websites (e.g., The Audacity to Podcast, Podcast Insights, The Podcasters’ Studio), YouTube (e.g., Buzzsprout—Learn How to Podcast, Pat Flynn, Pod Sound School, Think Media), and podcasts (e.g., Ask the Podcast Coach, Podcast Group Therapy, Podcast Help Desk). Established media outlets such as National Public Radio (2023a, 2023b), The Guardian (Haurant, 2022), The International Journalists’ Network (Gangji, 2022; Pase, 2021), and The Chronicle of Higher Education (Jones, 2014; Watrall, 2009a, 2009b) have also published production guidelines and best practices for aspiring and novice podcasters. Additionally, a free resource called MethodKit (https://methodkit.com/podcasts/) was created by an international group of podcast experts and provides step-by-step guidance (available in 13 languages) for developing and producing original podcasts. See Table 1 for a list of podcast production resources.
Podcast Recording Technology and Production Resource List.
Assumptions
The educational benefits of creating podcasts as learning tools in marriage and family counseling courses are rooted in the assumptions that, prior to beginning the recording process, counselor educators/counseling students have:
A working knowledge of podcast production technology. Identified applicable learning objective(s). Determined the pedagogical rationale and parameters of the project. Troubleshot technological issues and barriers. Addressed relevant questions and/or concerns (ACA, 2014; Casares & Binkley 2021, Casares, 2022, 2023; Besser et al., 2022; Bloom, 1956; CACREP, 2015; COAMFTE, 2021; Fronek et al., 2016; Gladding & Casares, 2022; McGhee et al., 2019; Shepard & Brew, 2005; Van Wyk, 2019).
Objectives
After the above-mentioned assumptions have been met, counselor educators and counseling students may produce an original podcast to achieve one or more of the following objectives:
Facilitate asynchronous content delivery. Provide access to guest speakers on-demand. Enhance the quality of student feedback. Dramatize fictional case studies. Expand access to professional knowledge. Function as an alternative format for presentations and/or written assignments. Enrich discussion board exchanges and encourage collaboration. Highlight student experiences, interests, and achievements (ACA, 2014; Ahn et al., 2016; Alvarez, 2020; Casares, 2022, 2023; Casado-Kehoe et al., 2011; CACREP, 2015; COAMFTE, 2021; Davidson et al., 2019; Evans, 2008; Hanafi et al., 2022; Hennig, 2017; Killingback et al., 2019; Lee et al., 2008; McAuliffe & Eriksen, 2011; McSwiggan & Campbell, 2017; O’Connell, 2017; Quintana & Heathers, 2021; Read, 2007; Rockinson-Szapkiw & Walker, 2009; Singer, 2019; Van Zanten et al., 2012; Ziomek-Daigle, 2017).
Counselor educator applications
Asynchronous content delivery
Podcasts provide a convenient opportunity to supplement in-class lectures (Chan & Lee, 2005; Evans, 2008; Read, 2007), facilitate asynchronous learning (Hanafi et al., 2022; Lee et al., 2008; Van Zanten et al., 2012), and support student understanding of key course concepts (Allen, 2019; Kennedy et al., 2014; Salloum & Smyth, 2013). Accordingly, counselor educators may choose to record certain lectures to offer students supplemental resources, or for the purpose of providing students with an on-demand format that allows for convenient consumption and the option of reviewing, revisiting, and re-listening to particular portions of lectures (Bolliger et al., 2010; Evans, 2008; Lonn & Teasley, 2009). In doing so, counselor educators are able to cover key course material while freeing up class time to vary instructional approaches through experiential, interactive, or discussion-based sessions (Bradley et al., 2021; Brown et al., 2014; Casado-Kehoe et al., 2011; Ferrer et al., 2020; MacCluskie, 2012). This method also affords counselor educators a chance to instruct students outside of designated class sessions, as a way of continuing engagement with course material (Casares, 2023; Bolliger et al., 2010; Morgan, 2015; Godsey, 2016). Other applications could include recording a brief reflection on an article related to a previous week's lecture (e.g., “I came across an interesting article today that addresses some of the material we covered last class. I know many of you will not have time to read another article, so I thought I would record a brief podcast for you—to highlight the main findings and implications of this relevant research.”). Such podcasts may also be utilized to follow-up on previously asked questions or unfinished topics of discussion.
Guest speakers on-demand
The medium of podcasting allows guest speakers to participate in class sessions in a manner that no longer has to be hindered by physical proximity or scheduling availability. Rather than aligning guest speaker events to set class days and times, counselor educators can now hold conversations or conduct interviews with experts—via platforms such as SquadCast, Zencastr, and Zoom—at times that are most convenient for the guest (Casares, 2022; Rockinson-Szapkiw & Walker, 2009). To approximate an interactive experience within this asynchronous format, students could be instructed to compose and/or curate questions ahead of time and the guest speaker could record their responses. The question and response method could be integrated into an interview-format podcast or simply used to inform the content presented in an individually recorded podcast (e.g., monologue, solo presentation, etc.).
Enhancing student feedback
Podcasting is noted for offering an intimate and personalized experience, by which listeners develop a fondness and familiar bond with content creators (Perks & Turner, 2019; Tobin & Guadagno, 2022; Werner, 2017). Consequently, podcasting provides a powerful tool for conveying feedback in a highly personalized manner—distinctly different from written comments—which, if used effectively, “may offer a more humanised approach which helps students belong” (Killingback et al., 2019, p. 38). Podcasts also afford counselor educators the opportunity to relay observations and critiques in a less formal and more descriptive manner; thus, diminishing the possibility for misunderstandings (Killingback et al., 2019; McSwiggan & Campbell, 2017). This method also allows students to experience the instructor's enthusiasm and encouragement when receiving positive feedback. Moreover, the personalized style of this feedback method is congruent with the humanistic and relational nature of the profession and provides instructors with a unique chance to convey care and concern for a student's academic success when highlighting areas for growth (Killingback et al., 2019; McSwiggan & Campbell, 2017; Pokorny & Pickford, 2010). In short, counselor educators can leverage the influential capacity of the medium to enhance the supportive and strengths-based nature of their feedback and, thus, bolster students’ sense of connection, mattering, and belonging.
Dramatizing fictional case studies
Composing written case studies can be a challenging and time-consuming process. This task requires careful deliberation about the clinical content portrayed and its implicit learning objectives (Casado-Kehoe et al., 2011). While this format has traditionally served as a valuable method for processing ethical dilemmas, it possesses several limitations that can be remediated by utilizing audio recordings to depict relevant content and advance a course's learning objectives (Casares, 2022, 2023). Potential benefits of these dramatized case studies include feeling less contrived and allowing students to process information, in real time, and in a manner that more closely resembles an actual client session (Bradley et al., 2021; Diebold et al., 2021; McAuliffe & Eriksen, 2011; Stinchfield, 2006). Thus, audio case studies also hold the potential to elicit emotional experiences—as well as academic responses—to the material presented. These case studies do not need to be scripted and can, instead, adhere to a loose outline of topics (e.g., inappropriate vs. appropriate counselor self-disclosure, navigating triangulation attempts during a couples counseling session, avoiding common ethical traps, etc.; Bradley, 2023; Remley & Herlihy, 2019; Sheperis et al., 2016), by which participants are given the freedom to illustrate learning objectives in a spontaneous and creative manner (Gladding & Casares, 2022).
Democratizing knowledge
The internet and digital technology have contributed to the exponential growth of knowledge now available to the average person. Smart phone ownership, in particular, is fairly equally distributed among racial and economic groups and has expanded internet access to rural and low-income Americans (Atske & Perrin, 2021; Vogels, 2021). However, access to scholarly articles and databases are typically enjoyed by a select few outside of academia. Podcasts offer counselor educators an outlet for disseminating their research in manner that provides greater accessibility to current and emerging knowledge (Ahn et al., 2016; Casares, 2022; Hennig, 2017; O’Connell, 2017; Quintana & Heathers, 2021; Van Zanten et al., 2012); thus, affording academics the opportunity to reach and inform a broader audience (Alvarez, 2020; Barton & Merolli, 2019; Davidson et al., 2019). As Casares, (2022) notes:
Student applications
Alternative presentation or written assignment format
As students progress through their graduate studies, they may grow weary of writing another paper, participating in group projects, or delivering a presentation in front of classmates. Podcasts provide an intriguing alternative to the typical signature assignments of marriage and family counseling courses. Students may be invited to produce an original podcast through the use of interviews, storytelling, or presenting an overview or research findings gathered from relevant academic articles. Relatedly, MacPhail (2019) offers some guidelines for assigning the creation of a podcast—in place of a written research paper—and notes the following requirements: “All projects had to (a) turn in a bibliography or works-cited page, (b) use three to five references from texts we had covered in class, and (c) use three concepts discussed during lectures” (para. 25). The author also stresses that the information presented in the podcast must convey a “coherent argument” and submissions were rewarded for their creativity and clarity (MacPhail, 2019, para. 25). To this end, producing original podcasts can serve as both an academic and a creative endeavor which, consequently, holds the possibility to promote deeper learning (Pegrum et al., 2015) and prompt student engagement with major assignments on a level that traditional presentations and papers may fail to elicit (Gladding & Casares, 2022; Godsey, 2016; Morgan, 2015).
Role play recordings
Marriage and family counseling students may opt to capture role play scenarios via podcasts. The popular podcasts Where Should We Begin? and Other People's Problems contain audio from actual client sessions and offer a template of the content and structure that students may find helpful to emulate in their roles plays. For example, the client sessions depicted in the above-mentioned podcasts are typically introduced by the counselor, who provides listeners with basic details about the presenting issue(s), overview of therapeutic progress, and tentative goals for the session. As the recorded session unfolds, it is periodically interrupted by narrations which allow the counselor to interject comments related to new client disclosures, their own in-the-moment feelings, the thought process behind why they chose to or not to do/say something, or to critique one of their therapeutic approaches. Accordingly, similar student-produced role plays will not only serve as a demonstration of foundational clinical skills (Rockinson-Szapkiw & Walker, 2009) but will also invite the counselor-in-training—at key points throughout the session—to reflect on and narrate their internal monologue, clinical impressions, and decision-making approaches. Thus, utilizing the narrative devices previously outlined will afford counseling students the opportunity to practice their therapeutic skills as well as to process the clinical rationale of the role play events depicted in their podcast recording.
Offering audio reflections
Ongoing reflection is a hallmark of counselor professional identity (ACA, 2014; IAMFC, 2019) and a seemingly ubiquitous component of every training program (CACREP, 2015; Casado-Kehoe et al., 2011; Cashwell & McKibben, 2018; COAMFTE, 2021). However, some students may find particular written reflection assignments confusing (Ziomek-Daigle, 2017), tedious, or redundant. Assignments that allow for audio reflections related to course content or clinical development may diminish student fatigue associated with writing numerous papers. Additionally, students may gain additional insights into their progress and thought processes by externalizing their experiences via a medium that invites greater authenticity (Ketonen & Nieminen, 2023). This format may also afford students a chance to diminish the time it takes to convey their thoughts and feelings in writing, by encouraging extemporaneous reflections on important marriage and family counseling topics (e.g., feelings associated with managing conflict within couples sessions, client issues that students would find most challenging to treat, greatest areas of clinical growth, etc.; Casado-Kehoe et al., 2011; Casares, 2023; Cashwell & McKibben, 2018; Granello & Young, 2018; Wagner & Hill, 2015). In short, capturing student reflections through podcasts provides an attractive and engaging alternative to the standard written reflection paper.
Enriching discussion board exchanges and encouraging collaboration
Podcasting has a rich history and culture of encouraging feedback from listeners and responding to audience comments (Casares, 2022; Kwok, 2019; Markman & Sawyer, 2014; Meserko, 2014). Accordingly, podcasts may serve as a novel and more personalized format for facilitating engaged discussion board exchanges and collaborations among students (Kwok, 2019; Morgan, 2015; Werner, 2017). Besser et al. (2022) contend that student-produced podcasts provide educational opportunities “to strengthen various 21st-century skills—collaboration, communication, critical thinking, and creativity” (p. 758). Tools such as VoiceThread and Flipgrid can be integrated into popular Learning Management Systems (LMS) like Canvas, Sakai, and Moodle to provide students with opportunities to advance such learning objectives as: discussing weekly topics, exploring shared experiences, providing constructive feedback, offering support, expressing unique perspectives, and/or increasing collaboration skills (Alvarez, 2020; Besser et al., 2022; Casado-Kehoe et al., 2011; Markman & Sawyer, 2014; Meserko, 2014; Morgan, 2015; Murray, 2019).
Ethical considerations
The purpose, content, and publication reach of course-related podcasts should inform the ethical considerations that must be addressed before assigning and/or producing podcasts within marriage and family counseling courses. Students must first have a clear understanding of the learning objectives and scope of the assignment. Notably, offering the opportunity to record a podcast as an assignment alternative, rather than as a requirement, may constitute a best practice (Casares, 2023). Since some students might feel uncomfortable with the recording process or convey reservations related to publishing podcasts for public consumption, it is essential for counselor educators to process and address such student concerns (CACREP, 2015; Casares, 2023; McAuliffe & Eriksen, 2011; Tadros, 2020; Wagner & Hill, 2015). These discussions should inform students about the scope of the assignment and their intended audience (e.g., professor, classmates, professional colleagues, the general public, etc.), as well as who will be permitted to listen to their published recordings (e.g., only the professor, their professor and classmates, only classmates, etc.). Students should also be guided through the privacy settings of the podcast platform that will be utilized for the assignment, to ensure that recording access is appropriately restricted (ACA, 2014). Critically, in instances where podcasts are being produced for public consumption, students must be aware of the possibility that future clients and employers may one day listen to this content. Casares (2022, p. 133) suggests that:
Adaptions and future directions
In addition to the educational applications provided, podcasts offer a valuable medium for highlighting student experiences, interests, and achievements. Over the past five years, a growing number of university counseling centers (e.g., Grand Valley State University, University of Florida), graduate counseling programs (e.g., University of South Carolina, Wake Forest University), and counseling students (e.g., Grad School Deconstructed, Student Counselor Podcast) have begun to produce original podcasts that capture the uniqueness of their professional experiences, culture, and initiatives. See Table 2 for a list of podcast exemplars for counselor educators and counseling students, organized by type.
Podcast Exemplars for Counselor Educators and Counseling Students, Organized by Type.
Student-produced podcasts, in particular, can provide a powerful medium for normalizing academic struggles. As Quintana and Heathers (2021) observe: “Hearing that others also experience the pressures of academia can be a substantial relief to those who only see the outward success of others in their departments and on social media, and not the difficulties of academic life that are typically unspoken” (p. 4). Podcasts that portray such content may help potential applicants—particularly first-generation students—gain valuable insights into prospective programs without having to make costly campus visits. Moreover, listeners are able to experience some of the benefits associated with networking without having to know the “right people” (Quintana & Heathers, 2021, p. 3). Podcasts may also serve as a helpful tool for programs to communicate recent changes to admissions procedures, offer audio FAQs aimed at demystifying the application/admissions process (Quintana & Heathers, 2021), or showcasing the relational and compassionate nature of program faculty. Additionally, given the broad reach of the medium, podcasts provide a low-cost and effective method for marketing to out-of-state and international applicants.
The proposed educational opportunities for producing podcasts within marriage and family counseling courses have not been empirically examined. As such, the usefulness of these approaches could benefit from future qualitative inquiries into: (a) student experiences with recording original podcasts as signature assignments, along with exploring counselor educator experiences with producing podcasts for the purpose of (b) supplementing traditional learning materials, (c) enhancing the quality of student feedback, and/or (d) providing alternatives to written assignments. Moreover, future quantitative studies could investigate: (a) the types of assignments that are best suited to be replaced/enhanced by podcasts, (b) the relationship between podcasting and level of student engagement, (c) the quality and depth of audio reflections as compared with written reflection papers, and/or (d) the impact of podcasting on learning outcomes and student satisfaction within marriage and family counseling courses.
Conclusion
Podcasts provide exciting and versatile possibilities for enhancing assignments and instructional approaches. Through the creation of original podcasts, counselor educators and counseling students are able to enrich and adjunct traditional course content. Accordingly, the educational applications presented highlight some of the novel ways that podcasting can be utilized to expand access to learning materials, encourage creativity and collaboration, promote self-directed learning, and, ultimately, increase student engagement with the key concepts and skills associated with the practice of marriage and family counseling.
Footnotes
Declaration of conflicting interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
