Podcasting Has No 'Inherent' Pedagogic Value
According to Paul McCloskey of Campus Technology, "A bevy of recent studies on students' experience listening to recorded lectures via podcasts confirms what many lecturers already know: that the pedagogical value of podcasts depends almost entirely on student motivation and the learning "context" of the application."
Ashley Deal, a researcher in the Office of Technology for Education & the Eberly Center for Teaching Excellence at Carnegie Mellon University is quoted here as having said, "Podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals, by facilitating thoughtful, engaging learning activities that are designed to work in support of those goals."
According to the article, Deal's conclusions are the result of a comprehensive survey of the latest academic studies on the impact of podcasting on learning and teaching. There is a white paper on the subject available from the article.