PODCASTS AS A STRATEGY FOR REVIEW AND RECOVERY OF LEARNING

Abstract

This study investigated podcasting in education, focusing on its use as a strategy for learning review and recovery through post-class “catch-up” and reinforcement episodes. The guiding problem was: in what way could a podcast organized as post-class catch-up and reinforcement episodes contribute to learning review and recovery in educational contexts? The general objective was to analyze, based on literature, the use of podcasts as a pedagogical strategy for learning review and recovery, emphasizing the proposition of post-class catch-up episodes. A bibliographic research methodology was adopted through the selection and analysis of academic works addressing educational podcasts and their didactic potential. In the development, the study discussed podcast characteristics, applicability in remote and hybrid contexts, and design principles for catch-up episodes, including clear objectives, accessible language, worked examples, and guided practice linked to follow-up activities. In the final considerations, it was concluded that podcasts could support review and recovery by enabling flexible access and repeated listening, provided they were pedagogically planned, teacher-mediated, and integrated into formative tasks. Further empirical studies were indicated to assess implementations across subjects and educational levels.