Non-Classroom Use of 'Presentation Software' in Accelerated Classes: Student Use and Perceptions of Value
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| Title: | Non-Classroom Use of 'Presentation Software' in Accelerated Classes: Student Use and Perceptions of Value |
|---|---|
| Language: | English |
| Authors: | Davies, Thomas, Korte, Leon, Cornelsen, Erin |
| Source: | Journal of Learning in Higher Education. Spr 2016 12(1):37-43. |
| Availability: | JW Press. P.O. Box 49, Martin, TN 38237. Tel: 731-587-4010; Fax: 731-588-0701; Web site: http://JWPress.com |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Acceleration (Education), Courseware, Accounting, Student Surveys, Value Judgment, Teaching Methods, Instructional Material Evaluation, Instructional Effectiveness, Business Administration Education, Technology Uses in Education, College Students |
| ISSN: | 1936-346X |
| Abstract: | Numerous articles found in education literature discuss the advantages and disadvantages of using "presentation" software to deliver critical course content to students. Frequently the perceived value of the use of software such as PowerPoint is dependent upon how it is used, for instance, the extent to which bells and whistles are incorporated into the presentation. Extensive use of color, animation and variety can keep students interested and engaged, which, it is sometimes claimed, results in expanded student learning. However, these same techniques have been criticized for taking away from the significance of the content and resulting in students who become passive learners at best. This article summarizes the results of a study designed to assess the value of using "presentation" software outside of the classroom where the course is offered face-to-face but in an accelerated (i.e., abbreviated time) format. Specifically, results of a survey taken of accounting students completing a required federal individual income course over eight weeks are reported, where instructor-prepared PowerPoint slides were made available to students but not covered in class. |
| Abstractor: | As Provided |
| Number of References: | 17 |
| Entry Date: | 2017 |
| Accession Number: | EJ1139705 |
| Database: | ERIC |
| Abstract: | Numerous articles found in education literature discuss the advantages and disadvantages of using "presentation" software to deliver critical course content to students. Frequently the perceived value of the use of software such as PowerPoint is dependent upon how it is used, for instance, the extent to which bells and whistles are incorporated into the presentation. Extensive use of color, animation and variety can keep students interested and engaged, which, it is sometimes claimed, results in expanded student learning. However, these same techniques have been criticized for taking away from the significance of the content and resulting in students who become passive learners at best. This article summarizes the results of a study designed to assess the value of using "presentation" software outside of the classroom where the course is offered face-to-face but in an accelerated (i.e., abbreviated time) format. Specifically, results of a survey taken of accounting students completing a required federal individual income course over eight weeks are reported, where instructor-prepared PowerPoint slides were made available to students but not covered in class. |
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| ISSN: | 1936-346X |
