Performing PowerPoint lectures: examining the extent of slide-text integration into lecturers’ spoken expositions

Abstract

The PowerPoint assisted lecture (slide-lecture) is a common lecturing approach in Higher Education, in spite of much criticism of its use. Its popularity is facilitated by its affordances for multimodal instructional design, e.g. text with images and speech. Little is known about the integration of different semiotic modalities within the instructional communication practices of slide-lectures, nor the learning conditions that they create. Given that text bulletpoints are ubiquitous in slide-lectures, and may impose linearity into instructional communications (Kinchin et al., 2008), this study explores the extent to which lecturing speech is systematically coordinated with slide-text.Eleven slide-lectures given in psychology departments across the UK were recorded and transcribed. Patterns of semantic matches between speech and slide-text were analysed to produce similarity scores for each lecturer. Lectures were scored using an integration scoring system of 0-1, with 1 indicating a perfect match of speech and slide-text. There was significant departure from a systematic voicing of the slide text (i.e. reading off the slides).Two characteristic speech-slide relationship styles were identified. The 'referent' style is one in which the slide is an object of reference for the lecturer to comment on, and the 'scaffolding' style is one in which the slide text is blended into the spoken narrative.Consequences of the lecturer's coordination with presentational slides are discussed in terms of the learning environment it might produce. It is suggested that whichever relationship a lecturer has with their slide-text, students might benefit from the integration being consistent.

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

“…The main educational communication tool for the audiovisual media technologies was visual media, such as projected visual materials through presentation software package (e.g., Microsoft PowerPoint, Prezi, Apple Keynote, etc. ), as a presentation that promoted and enhanced interactivity (presentation from here on) (see Hallewell and Crook 2020;Moulton et al 2017;Chou et al 2015;Settle et al 2011). In this case, the software selected for creation of the presentation was Prezi (https://www.prezi.com/, accessed on 1 March 2021), which is an online Adobe-Flash-based presentation software for creating interactive visuals for virtual presentations, slides for holding text, images, video, and animations to facilitate the delivery of information that engage, inspire, and teach (Settle et al 2011;Diamond 2010;Perron and Stearns 2010).…”

Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners

“… Exercise of memory activation (bringing back memories of nostalgia [ 101 ] or/and creating willful nostalgia [ 102 , 103 , 104 ]): Using audiovisual content through excerpts of animated movie Sailor Moon of Toei Animation (animation series from 1992 to 1995) with (a) the authentic and classic Greek dubbing by ‘SPK Video Film Television’ on behalf of the private Greek channel AΝΤ1 (in 1995 to 1998) (which has also been shown in Cyprus from private Greek-Cypriot channels ANT1 and VOX TV), (b) the Greek dubbing of the private Greek channel STAR (in 2001 to 2004), and (c) the Greek amateur/nonprofessional dubbing by the internet team Wings of Destiny (WoD) ( ) (since 2008); with synchronization, production, and editing by the internet team WoD as well as (a) the original Japanese dubbing by Toei Animation and (b) the American/English dubbing by DiC Entertainment (in 1995); which was also processed through software as well as Internet applications and services (sound editing and mixing via WaveLab and Audacity as well as edit and production via Magisto, FreeMake, Movie Maker and YouTube Studio). Brainstorming (with “communication” and “non-verbal communication”): Using visual media such as projected visuals materials via presentation software (e.g., Microsoft PowerPoint) [ 105 , 106 , 107 ]. Suggestion as storytelling about the non-verbal communication through edited video (via Magisto, FreeMake, Movie Maker, and YouTube Studio) with specific well-known and famous scenes from various foreign (a) TV series, such as Sex and the City from HBO (1998–2004), The Walking Dead from ACM/FOX/Netflix (2010–), Coven (2013–2014), and Apocalypse (2018) of American Horror Story (2011–), and 9-1-1 (2018–) from FX/FOX; (b) TV productions, such as RuPaul’s Drag Race (2009–) from LOGOtv/VH1/Netflix, America’s Next Top Model/ANTM (2003–2018) from UPN/The CW/VH1, Eurovision Song Contest 2019 by EBU (2019), and Eye Contact by Ten Twenty Films (2012); and (c) movies, such as 300 (2006), Mean Girls 1 (2004), Sex and the City 1 and 2 (2008 and 2010), A Thousand Words (2012), and Clueless (1995); as well as simple and panoramic shots from the erotic city of Thessaloniki (Greece); enriched with music/songs, sound effects (sfx), and Greek voice over/human speech through music production and editing (via WaveLab and Audacity); production-based of Non-Verbal Communication—The Documentary by R.O.D.…”

“…Brainstorming (with “communication” and “non-verbal communication”): Using visual media such as projected visuals materials via presentation software (e.g., Microsoft PowerPoint) [ 105 , 106 , 107 ].…”

Technology-Enhanced Learning and Teaching Methodologies through Audiovisual Media

“…Some examples of projected visuals materials are: (a) projection slides through the overhead projector [29] and (b) the use of presentation software (e.g., Microsoft PowerPoint) via the computer, connected to a projector [30]. It is worth mentioning that the use of presentation software in the educational process is the most widespread form today [31], since it allows the creation of visual material with multimedia projection, combining text, images, drawings, diagrams, sound, and/or video and mainly motion. Although projection slides offer unlimited and varied educational uses, their most significant disadvantage is that they are solely controlled by the educator, thus limiting participation and activation of the learners.…”