What does PowerPoint Mean to you? A Phenomenological Study

Abdelrahman, Limia Ali Mohamed; Attaran, Mohammad; Hai-Leng, Chin

doi:10.1016/j.sbspro.2013.10.462

Cited by 11 publications

(14 citation statements)

References 11 publications

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“…It seems that there is an implicit premise that the use of PowerPoint is regarded to be equal to the use of ICTs in teaching and learning. When teachers are asked to report on their ICT usage in the classroom, they mostly mention their PowerPoint practices (Abdelrahman et al, 2013;Hopper & Waugh, 2014;Reedy, 2008;Savasci Acikalin, 2011). However, the literature has addressed both the advantages of using this technology and also levelled certain criticism at its usage.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In order to gain insight with respect to how instructors use PowerPoint in the classroom, students' perceptions may be analyzed in depth. However, only a few studies have been conducted on this topic (Abdelrahman et al, 2013;Hill et al, 2012;Yilmazel-Sahin, 2009). Examining this issue in the teacher education context may be considered critical, as teacher educators are regarded as the role models for preservice teachers.…”

Section: Powerpoint In Educationmentioning

confidence: 99%

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Impressions of Pre-Service Teachers about Use of PowerPoint Slides by Their Instructors and Its Effects on Their Learning

Uzun

Kilis

2022

Int. J. of Cont. Edu. Res.

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This study aims to explore preservice teachers' opinions about their instructors' use of PowerPoint slides during classes. To this end, 10 preservice teachers were selected through convenience sampling and semi-structured interviews were then conducted. The interviews were held one-by-one and audio recorded after having received permission from the interviewees. The recorded audio data was then transcribed and subsequently coded using QDA Miner Lite analytical software. Data analysis was then carried out by two researchers in order to eliminate bias and to enhance objectivity in the qualitative coding process. The findings indicated that the preservice teachers, in terms of the design and content of their instructors' PowerPoint slides, complained mostly about text inefficiency, whereas they favored the visual aids used in the slides. The findings also indicated that in terms of the perceived effects of using PowerPoint on preservice teachers' learning, they favored the slides because of their simplification of the content, using PowerPoint as multimedia, using PowerPoint slides as course notes, and for following the course content easier. On the other hand, they complained about instructors' frequently just reading from the slides verbatim. The findings of the study may inspire instructors to use PowerPoint more effectively in their classes, and thereby to become better role models to the preservice teachers they are instructing.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Powerpoint In Educationmentioning

confidence: 99%

Impressions of Pre-Service Teachers about Use of PowerPoint Slides by Their Instructors and Its Effects on Their Learning

Uzun

Kilis

2022

Int. J. of Cont. Edu. Res.

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“…In the recent learning-teaching activities, PowerPoint slide has become an important learning medium besides books, printed or electronic, lecture videos, and group discussions for the traditional class-based learning as well as online one [4]. In the other side, many researchers have identified the drawbacks of using PowerPoint slides in the learning-teaching activities as well as in general presentations [5].…”

Section: Introductionmentioning

confidence: 99%

“…In the other side, many researchers have identified the drawbacks of using PowerPoint slides in the learning-teaching activities as well as in general presentations [5]. Mohammad and Leng [4] and Young [6] found that the students quickly get bored in the class where the slides were continuously used. Mohammad and Leng [4] also discovered that the use of slides prevented deep learning and discussion, and reduced the learning motivation.…”

Section: Introductionmentioning

confidence: 99%

“…Mohammad and Leng [4] and Young [6] found that the students quickly get bored in the class where the slides were continuously used. Mohammad and Leng [4] also discovered that the use of slides prevented deep learning and discussion, and reduced the learning motivation. It was hard for students to maintain their concentration on wordy slides [3].…”

Section: Introductionmentioning

confidence: 99%

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An Analysis of Concentration Region on Powerpoint Slides using Eye Tracking

Gunawan

Wijaya

Soewito

et al. 2017

EECSI

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Powerpoint slides have become one of the essential teaching tools in academic for both offline and online modes. It may play a useful role to facilitate discussion and information exchange. However, in our teaching experience, we find many students utilizing Powerpoint slides beyond their traditional functions. Many students fully rely on the slides as the main learning materials and, in some cases, substituting textbooks. This study intends to understand how students interact with the learning materials presented on Powerpoint slides. The interaction is measured using an eye tracker device called the Eye Tribe Tracker. Thirty sophomore and junior students are asked to participate. They are instructed to learn a topic in the subject of Introduction to Algorithm and Programming, a basic course in the computer science field. During the process, their fixation points are monitored and are related to the contents on the slides. The results are rather surprising. Many students read the slides in unexpected manners that may compromise their understanding and may lead to inaccurate interpretations.

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PowerPoint-based lectures and students’ experiences in Eritrean Higher Education Institutions

Zemuy,

Tsegay,

Aihui

2024

SN Soc Sci

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PowerPoint (PPT) is extensively used in Higher Education Institutions (HEIs), including those in Eritrea, for lecture delivery and student presentations. This raises questions about whether these lectures or student presentations are effectively designed and implemented and encourage students’ participation. This study explores instructors’ use of PPT-based lectures and students’ experience in Eritrean HEIs. Additionally, it seeks to identify and understand the challenges HEIs face in using PPT-based teaching. Data were collected through semi-structured interviews, focus groups, and observations, involving nine instructors and fifteen students from three Eritrean HEIs. The study indicated a relationship between PPT design and delivery and revealed varied outcomes regarding the design and delivery of PPT-based lectures. The study also found discipline-specific differences regarding students’ experiences of PPT-based delivery. Moreover, it identified challenges related to institutional leadership, curriculum flexibility, internet access, and pedagogical expertise and commitment of instructors as key obstacles to the successful integration of PPT-based lectures within these institutions.

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What does PowerPoint Mean to you? A Phenomenological Study

Cited by 11 publications

References 11 publications

Impressions of Pre-Service Teachers about Use of PowerPoint Slides by Their Instructors and Its Effects on Their Learning

Impressions of Pre-Service Teachers about Use of PowerPoint Slides by Their Instructors and Its Effects on Their Learning

An Analysis of Concentration Region on Powerpoint Slides using Eye Tracking

PowerPoint-based lectures and students’ experiences in Eritrean Higher Education Institutions

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