ABSTRACT Research on educational podcasts’ impacts on learning has steadily increased in recent years. Within this research, several issues related to methodology in educational podcast research have been cited. These include lack of detail, lack of reporting reliability, and questionable validity of testing instruments. However, one the theoretical frameworks that guide podcast development processes have received minimal attention. To address the lack of attention to theoretical frameworks within the educational podcasting literature, this paper utilized a conceptual analysis to examine key theoretical frameworks that have been used in empirical studies of educational podcasts. By examining theoretical frameworks used within relevant research, this paper introduces the value of using applicable learning theories to guide podcast development. Three theoretical frameworks are discussed: (a) the Cognitive Theory of Multimedia Learning, (b) adult learning theories (e.g., andragogy theory), and (c) a combination of the two. The paper shows both the versatility of educational podcasts and the need for further examination of how different theoretical frameworks may underpin the development of podcasts across unique learning environments.

中文翻译：

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用于开发教育播客的理论的概念分析

摘要近年来，关于教育播客对学习的影响的研究稳步增长。在这项研究中，已引用了与教育播客研究中的方法有关的几个问题。这些包括缺乏细节，缺乏报告可靠性以及测试仪器的有效性可疑。但是，指导播客开发过程的理论框架很少受到关注。为了解决对教育播客文献中缺乏理论框架的关注，本文利用概念分析来研究在教育播客的实证研究中使用的关键理论框架。通过研究相关研究中使用的理论框架，本文介绍了使用适用的学习理论指导播客发展的价值。讨论了三个理论框架：（a）多媒体学习的认知理论，（b）成人学习理论（例如，雄历理论），以及（c）两者的结合。本文既显示了教育播客的多功能性，又表明需要进一步研究不同的理论框架如何支撑跨独特学习环境播客的发展。