Multiple Perspectives on Multimedia in the Large Lecture

A Research Note Assessing the Benefit of Presentation Software in Two Different Lecture Courses

“…Wilmoth and Wybraniec (1998) found enhanced student performance after the introduction of presentation software in a statistics course. Pippert and Moore (1999) and Dietz (2002), examining introductory classes, found no significant performance differences associated with the use of presentation software to facilitate lecture and class discussion. My research adds to previous findings by comparing the use of presentation software to a traditional pedagogical approach in two different types of lecturebased courses.…”

“…In a slightly different type of comparison, Pippert and Moore (1999) discuss the use of PowerPoint presentations in several large introductory sections, comparing static and dynamic presentations. Static involves overhead-like slides while dynamic involves movement, sound, and animation.…”

“…Many authors assess the effectiveness of specific computer-assisted instruction (CAI) forms by examining either student performance (Conklin 1976;Dietz 2002;Lavin 1980;Neapolitan 1989;Raymondo and Garrett 1998) or student course evaluation (Ammarell 2000;Fuller 1998;Hare 1999;Persell 1992;Valentine 2001). Some studies look at both (Dimitrova, Persell, and Maisel 1993;Fischer 1996;Magnuson-Martinson 1995;Pippert and Moore 1999;Reed-Sanders and Liebowitz 1991;Wilmoth and Wybraniec 1998). Most of these projects compare groups of students, such as course sections, within a specific course.…”

Examining the connection between classroom technology and student engagement

“…Previous research has shown that use of technology in the classroom produces positive results especially with respect to students' perceptions of teaching effectiveness (Pippert & Moore, 1999), active collaborative learning (Hung & Yuen, 2010;Junco, 2011), sense of engagement with course content (Persell, 2004;Pearson, 2010), academic activities (Thomas & Kuh, 2005), and increased academic achievement (Wright & Lawson, 2005). Thus, our hypothesis is: the CEQ constructs will be positively correlated with usage of technology in the classroom, as a student's number of posts increases their perceptions of engagement in the course will also increase.…”

Use of multi-modal media and tools in an online information literacy course: College students' attitudes and perceptions

“…Studies have shown that the use of ICTs by instructors and students is increasing both in and out of classroom. 1,2,3,4,5,6,7 The increasing usage is a result of university investments in campus information infrastructure and technological implementation as well as studies of pedagogy; however, in the meantime, the increase also demonstrates continuing demands on campus. 8,9,10 These demands are accompanied by high costs.…”