Multimedia versus Traditional Course Instruction in Introductory Social Psychology

Bartlett, Robin M.; Strough, JoNell

doi:10.1207/s15328023top3004_07

Cited by 41 publications

(26 citation statements)

References 7 publications

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“…Bartlett and Strough (2003) state that, besides potential advantages to students, multimedia formats may offer benefits to instructors teaching multi-section courses because this type of format ensures uniformity in the lecture content across the sections.…”

Section: )mentioning

confidence: 99%

The effect of multimedia use on the teaching and learning of Social Sciences at tertiary level: a case study

Sousa¹,

Richter²,

Nel³

2017

Y&T

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Instructors in higher education are under pressure to provide their students with more effective and efficient learning environments and educational experiences. Instructional systems and educational technology have been receiving great attention from educators in order to enhance students' learning. Educational technologies such as multimedia presentations are becoming commonplace. The aim of the research reported in this article was to establish which multimedia combinations are best for the teaching and learning of Social Sciences content. A quasi-experimental research design was used to establish how exposure to different multimedia combinations on digital videodisc may affect the achievement of pre-service teachers. The results of the study indicate that when using various multimedia combinations, the unique nature of Social Sciences can be addressed effectively.

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Section: )mentioning

confidence: 99%

The effect of multimedia use on the teaching and learning of Social Sciences at tertiary level: a case study

Sousa¹,

Richter²,

Nel³

2017

Y&T

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“…Research by Bartsch and Cobern (2003) found that students' grades may be affected by boredom due to poor or unstimulating teaching methods. Such methods are thought to include those that minimise student engagement, are less structured, are less purposeful and involve less active learning.…”

Section: Boredom Amongst Studentsmentioning

confidence: 99%

“…Of course, much depends on the complexity of using multimedia presentations; this can vary from simple text to using animation and sound effects that allow for greater stimulation. Bartsch and Cobern (2003) reported that if a lecture is structured well students will learn better and PowerPoint can provide good structure; the colour, pacing of lecture and use of graphics that PowerPoint provides may stimulate attention, unlike group discussions. The ‘dual coding theory’ (Liaw, 2004) suggests that pictures are easier to remember than words and when information coding is in both systems, like in PowerPoint, the information is easier to remember than information coded only in the verbal system.…”

Section: Boredom Amongst Studentsmentioning

confidence: 99%

Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students

Mann

Robinson

2009

British Educational Res J

222

181

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Student boredom within the school system has been widely studied and shown to be linked to various negative consequences such as diminished academic achievement, school dissatisfaction and truancy. However, little attention has been given to the issue of boredom within higher education and the current study aims to redress this balance. Two hundred and eleven university students completed questionnaires aimed at assessing contributors, moderators and consequences of their boredom. Results reveal that 59% of students find their lectures boring half the time and 30% find most or all of their lectures to be boring. The consequences of being bored included students missing future lectures and there was also a significant association between level of boredom and grade point average. The most important teaching factor contributing to student boredom is the use of PowerPoint slides, whilst the personality trait Boredom Proneness was the most important factor moderating the experience of boredom. Implications for future research and for teaching staff are outlined.

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“…argues that this classroom exposure introduces students to the fundamental components of our democracy, and a classroom described as having an open climate promotes political engagement. While students in political science courses may have heightened political interest as well as an increased level of comfort for political participation (Comber 2005;Gimpel, Lay, and Schuknecht 2003;, instructors can employ various forms of media in order to develop student attention and motivation (Seaman 1998;Bartlett and Strough 2003). One way to do this is to incorporate the Internet into the class experience.…”

Section: Previous Literaturementioning

confidence: 99%

Technology and Civic Engagement in the College Classroom

Chod¹,

Muck²,

Caliendo³

2015

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Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS.Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world.Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. Library of Congress Cataloging-in-Publication DataTechnology and civic engagement in the college classroom : engaging the unengaged / edited by Suzanne M. Chod, William J. Muck, Stephen M. Caliendo. pages cm Summary: "Technology and Civic Engagment in the College Clasroom is a theoretical and empirical examination of ways to foster civic engagement in Millennials. Each chapter contributes to understanding how both traditional and more innovative pedagogical tools can increase students' political interest and effi cacy"-Provided by publisher. 10 9 8 7 6 5 4 3 2 1 Softcover reprint of the hardcover 1st edition 2015 978-1-137-53855-0 ISBN 978-1-349-57369-1 ISBN 978-1-137-50451-7 (eBook)

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Multimedia versus Traditional Course Instruction in Introductory Social Psychology

Cited by 41 publications

References 7 publications

The effect of multimedia use on the teaching and learning of Social Sciences at tertiary level: a case study

The effect of multimedia use on the teaching and learning of Social Sciences at tertiary level: a case study

Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students

Technology and Civic Engagement in the College Classroom

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