Information retention from PowerPoint™ and traditional lectures

Savoy, April; Proctor, Robert W.; Salvendy, Gavriel

doi:10.1016/j.compedu.2008.12.005

Cited by 159 publications

(116 citation statements)

References 14 publications

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“…Then teachers started using overhead projector slides (OHP). Now a day's teachers are using Power point presenta ons (PPT) for delivering lectures [3]. Power point presenta on is the preferred method of visual aid in lecture hall.…”

Section: Introductionmentioning

confidence: 99%

Use of Animation in Teaching Physiology

Meshram¹,

Meshram²,

Rawekar³

2017

IJCBR

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Section: Introductionmentioning

confidence: 99%

Use of Animation in Teaching Physiology

Meshram¹,

Meshram²,

Rawekar³

2017

IJCBR

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“…PowerPoint is a tool with an extensive use in higher education, and many researchers have studied learning potential related to the use of PowerPoint in lectures (Cladellas Pros, Castelló Tarrida, Badia Martin, & Cirera Amores, 2013;Hashemi, Azizinezhad, & Farokhi, 2012;Savoy, Proctor, & Salvendy, 2009), but students' use of PowerPoint has not received the same attention. Regarding the actual use of PowerPoint among students, in a national survey on the use of ICT in the Norwegian higher education system, the ICT-monitor 2011, 90 % of the students reported that they use "tools for presentation of content", and 29 % said that they used these tools on a weekly basis (Ørnes, Wilhelmsen, Breivik, & Solstad, 2011: 43).…”

Section: Oral Presentationsmentioning

confidence: 99%

Students’ Redesign of Mandatory Assignments in Teacher Education

Drange

Rambø

Birkeland

2017

Designs for Learning

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This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project Digital literacy and use of learning resources in teacher education in Norway (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students' learning process. In our investigation, the concepts of design for learning and design in learning, as described by Selander and Kress (2010), are considered fruitful as theoretical perspectives. The analysis focuses on oral presentations and traditional academic texts in four different TE-subjects. Our main finding, across subjects, is that there seem to be mismatches between the intentions behind the designs on the part of the assignment designers and the actual interpretation: hence the redesigned result by the receiver of the design. The article concludes with some reflections on why these mismatches occur, and what the implications might be for the students' academic development and the possible transfer of certain literacy practices to their occupational lives.

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“…While teacher-created PowerPoints have been the subject of many research studies (e.g., Coleman, 2009;Gier & Kreiner, 2009;Savoy, Proctor, & Salvendy, 2009), few researchers have studied the effects of student creation of PowerPoints on their literacy learning. Curriculum and instruction and instructional design specialists have discussed benefits of having students create their own PowerPoint presentations.…”

Section: Research On Multimedia Learning Of Vocabularymentioning

confidence: 99%

Rasch Modeling to Drive Instruction of Content Area Concepts and Vocabulary: An Example from Secondary Economics Instruction with Special Needs Students

Leung

Lang

Schaller

2017

IJLTER

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Abstract. This study explores the use of Rasch modeling to assess the appropriateness of using unique instructional activities for classroom learning of content vocabulary and concepts. Through a case study of secondary students' learning economics vocabulary from a multimedia instructional activity, the authors identify the difficulty level of key vocabulary items after instruction and estimate the word learning ability of individual students. A teacher of interdisciplinary reading/social studies at an American alternative school for learning and socially challenged adolescents integrated a technology activity into an economics unit. Students in all of his classes created PowerPoint slides for 16 target words and presented them to their peers. Vocabulary knowledge was assessed after the presentations with two teachercreated definition assessments: a matching and a free recall test. Rasch analysis of individual word scores showed creating PowerPoints resulted in many of the words becoming easier, but some of the words remained difficult even after instruction. These vocabulary words and the concepts they refer to may require different instructional strategies for optimum student learning.

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Information retention from PowerPoint™ and traditional lectures

Cited by 159 publications

References 14 publications

Use of Animation in Teaching Physiology

Use of Animation in Teaching Physiology

Students’ Redesign of Mandatory Assignments in Teacher Education

Rasch Modeling to Drive Instruction of Content Area Concepts and Vocabulary: An Example from Secondary Economics Instruction with Special Needs Students

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