Does Downloading PowerPoint Slides Before the Lecture Lead to Better Student Achievement?

Chen, Jennjou; Lin, Tsui-Fang

doi:10.1016/s1477-3880(15)30092-x

Cited by 24 publications

(13 citation statements)

References 14 publications

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“…The empirical study of (Chen and Lin 2008b) confirms the positive effect of lecture notes on learning outcomes for a Principles of Economics class. Their sample consisted of 126 students from an intermediate microeconomics course at an elite public university in Taiwan.…”

Section: Review Of the Literaturementioning

confidence: 54%

“…A caveat is that the lecture notes effect measures gains for students who are occasionally absent, and should not be interpreted as the gain if a student is consistently absent for the entire semester. To our knowledge, in the literature the only somewhat comparable estimate is that of Chen and Lin (2008b) who estimate the effect Note: Model 1 is the full sample. Models 2 and 3 exclude students who self-report "never absent from class."…”

Section: Resultsmentioning

confidence: 99%

“…Note taking during lectures is an important variable influencing learning outcomes (Chen and Lin 2008b). There is a large literature in the field of education and psychology that measures the effects of note taking and note reviewing on student performance (Grabe 2005).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Because some students are more accomplished at the task than are others, the instructor-provided lecture notes can reduce the time spent on creating an organized outline, and free time up to spend on listening and understanding. For students with poor note-taking skills, this can make a significant difference in whether they are able to create lecture notes suitable for reviewing for an exam (Chen and Lin 2008b;Grabe 2005). Another benefit is the instructor's lecture notes are a potential supplement for students unable to attend class because of an unavoidable or unpredictable scheduling conflict.…”

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confidence: 99%

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Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes

et al. 2015

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At many universities, undergraduate introductory economics courses are taught in large lecture halls. Casual empiricism suggests that rates of student absenteeism are significantly greater in the large lecture format compared to the smaller classroom format. There is also the compounding factor that numerous empirical studies have identified a statistically significant negative relationship between absenteeism and student performance. Using panel data, it is estimated that the average student with less than perfect attendance is better off attending the lecture, but studying from instructorprovided lecture notes can significantly reduce the negative effect of absence on exam performance. Additional estimates of the differential effects of intellectual styles show the notes were the least beneficial for the auditory intellectual style.

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Section: Review Of the Literaturementioning

confidence: 54%

Section: Resultsmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

mentioning

confidence: 99%

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Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes

et al. 2015

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“…Being able to take notes directly on the slides is beneficial and the ability to share notes ensures that more students will have access to notes taken in class, but there is room for improvement in this feature. The ability to have access to the slides is a proven benefit to students, regardless of note-taking (Chen & Tsui-Fang, 2008). …”

Section: Things That Workedmentioning

confidence: 99%

(SNTL #3) Design and Implementation Challenges to an Interactive Social Media Based Learning Environment

Hordemann

Chao

2012

IJIKM

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An Interactive Social Media Based Learning Environment is a software system that provides a classroom environment that leverages social media technologies to enhance the learning experience. A study was done to evaluate the success of this particular interactive social media based learning environment. A survey was given to students in three classes who used the system in order to identify areas where the system design succeeded and areas where it failed. Load testing was done to determine how usage of the system would impact usability and estimate potential congestion issues. These implementation issues were then reviewed to determine what areas need improvement. The survey results indicated that the designs of the chat and awards systems were the areas of greatest concern. Given the potential benefits of game-oriented learning, the failure of the award system is of particular note. The immediate feedback of quiz results and the ability to ask questions anonymously were the greatest successes. The note taking feature was a qualified success. Load testing's most apparent result was that large chat volume rendered chat impractical due to the limited rate at which humans can read and process text. Resolution of the chat issues will require both social adjustments to how such a system is used and technical alterations to limit the incoming rate of chat. The awards system requires a complete rework, both to make the awards more interesting and more appealing and to ensure that the correct behaviors are being motivated. The question system can be enhanced by providing more generic functionality, giving users a way to simply indicate that they have lost track of the lecture instead of forcing them to ask specific questions.

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Indian Dental Students’ Preferences Regarding Lecture Courses

Parolia

Mohan

Kundabala

et al. 2012

Journal of Dental Education

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Teaching and learning activities in the dental clinic or hospital are a challenging area for students as well as teachers. With various teaching methodologies being used in dental schools around the world, gaining greater understanding of students' attitudes toward these methodologies would be useful for dental educators. The objective of this study was to explore the preferences of dental students in India about various aspects of lecture courses. A structured survey consisting of ten closed-ended questions was developed, and 2,680 undergraduate students from forty-three dental schools in India were approached via e-mail with a follow-up postal mailing. Of these, 1,980 students responded, for a response rate of 73.8 percent. Most of the students reported preferring lectures with the aid of PowerPoint and chalkboard. They preferred morning lectures from 8 am to 10 am for a maximum of thirty to forty minutes for each lecture, and they preferred to receive information about the lecture topic in advance. The students said that delivery of clinical demonstrations was beneicial after the lectures, and they preferred learning-based rather than exam-oriented education. The respondents also said that attendance should be made compulsory and that numerical marking of examinations should not be replaced by a grading system.

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Does Downloading PowerPoint Slides Before the Lecture Lead to Better Student Achievement?

Cited by 24 publications

References 14 publications

Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes

Class Absence, Instructor Lecture Notes, Intellectual Styles, and Learning Outcomes

(SNTL #3) Design and Implementation Challenges to an Interactive Social Media Based Learning Environment

Indian Dental Students’ Preferences Regarding Lecture Courses

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