Empowering PowerPoint: Slides and Teaching Effectiveness

Brock, Sabra E.; Joglekar, Yogini

doi:10.1515/9781618113191-006

Cited by 8 publications

(8 citation statements)

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“…Benzer şekilde, muhasebe dersini geleneksel yöntemler ile alan üniversite öğrencilerinin PP ile ders gören öğrencilere göre, ders hakkında daha olumlu düşüncelere sahip oldukları saptanmıştır (Fidan, 2012). Ayrıca, metinsel yoğunluğun az olduğu PP sunumlarına ilişkin daha pozitif öğrenci geribildirimleri rapor edilmiştir (Brock, & Joglekar, 2011). Bu nedenle, geliştirilen ölçek kullanılarak ders içeriğine (sözel, görsel veya işlemsel ağırlıklı) bağlı olarak öğrencilerin PP kullanımına karşı tutumlarının farklılaşıp farklılaşmadığı araştırılabilir.…”

Section: Discussionunclassified

“…Similarly, Fidan (2012) found that students in the accounting classroom where traditional teaching method was used had more positive views about the course than those in the accounting classroom where PP was used. Additionally, students had more positive opinions about the PP with lower textual density (Brock, & Joglekar, 2011). Therefore, by using the PoPAS, whether there is a statistically significant difference in students' attitude towards PP in terms of the content of the course (verbal, visual or mathematical) can be investigated.…”

Section: Extended Abstractmentioning

confidence: 99%

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A Study on the Development of an Attitude Scale Towards the Use of PowerPoint in Classroom

Kahraman¹,

Özbaşı²,

Özdemir³

2018

Kastamonu Eğitim Dergisi

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ÖzBu araştırma üniversite öğrencilerinin derslerde öğretim aracı olarak kullanılan PowerPoint'e (PP) karşı tutumlarını belirlemeye yönelik olarak geçerli ve güvenilir bir ölçek geliştirmek için tasarlanmıştır. Ölçeğin geçerlik ve güvenirlik çalışması için gerekli olan veriler, Türkiye'nin kuzeybatısındaki orta büyüklükteki bir üniversitede öğrenim görmekte olan öğrencilerden toplanmıştır. Ölçeğin yapı geçerliğini belirlemek için 341 öğrenciden toplanan veriler kullanılarak Açımlayıcı Faktör Analizi (AFA) yapılmış ve 26 maddelik üç alt boyutlu bir yapı elde edilmiştir. Aynı evrenden 303 öğrenciden oluşan farklı bir gruptan elde edilen veriler üzerinde Doğrulayıcı Faktör Analizi (DFA) yapılarak AFA'dan elde edilen 26 maddelik üç alt boyutlu modelin çapraz geçerliği test edilmiştir. Sonuçlar model uyumunun kabul edilebilir olduğunu göstermiştir. Geliştirilen ölçeğin iç tutarlılık katsayısı (Cronbach's Alpha) ölçeğin tamamı için .96 olarak belirlenmiştir. Bu sonuçlar geliştirilen ölçeğin öğrencilerin öğretim aracı olarak kullanılan PP'ye karşı tutumlarını ölçmek için geçerli ve güvenilir bir ölçek olarak kullanılabileceğine işaret etmektedir. AbstractThe research was designed to develop a reliable and valid instrument that would serve to measure undergraduates' attitude towards PowerPoint (PP), which is used as a teaching tool in classrooms. The data needed for reliability and validity analysis were collected from students enrolled at a middle-sized university in the northwestern Turkey. To determine construct validity of the instrument, Exploratory Factor Analysis (EFA) was conducted using the data from 341 students and a 26-item three-factor model was extracted. Then, the 26-item three-factor model obtained from the EFA was cross-validated by performing Confirmatory Factor Analysis (CFA) on the data from a different group of 303 students in the same population and the results revealed acceptable model fits. Reliability coefficient (Cronbach's alpha) for the whole scale was found to be .96. The results indicated that the instrument was sufficiently reliable and valid to measure undergraduates' attitudes towards PP, used as a teaching tool in classrooms.

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Section: Discussionunclassified

Section: Extended Abstractmentioning

confidence: 99%

A Study on the Development of an Attitude Scale Towards the Use of PowerPoint in Classroom

Kahraman¹,

Özbaşı²,

Özdemir³

2018

Kastamonu Eğitim Dergisi

View full text Add to dashboard Cite

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“…In addition, the cognitive achievement of technical students in engineering drawing subjects also improves when using slide point presentation methods. According to Brock & Joglekar, 2011, students who are used to presenting in front of their peers have a bright potential in their field of work as they have instilled in them a sense of self-confidence and the ability to answer any questions they ask thoughtfully.…”

Section: Group Presentationmentioning

confidence: 99%

ADDIE Model Application for Development of Teaching Material Based on Flipped Learning for Lecturer’s in Polytechnic

Jalil¹,

Madar²,

Kassim³

2020

JSTARD

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The process of teaching and learning is an important element of ensuring that students are able to keep up with the content of the subject being presented. In order to attract student’s interest and improve the student's academic achievement, the process of learning should be a fun and challenging process for students' thinking. The main issue of this study is that science and mathematics learning for some students is abstract and difficult to understand. This study aims at the development of teaching material based on flipped learning in Polytechnic. The findings of this study show that the development of teaching materials based on flipped learning involves all phases of ADDIE model namely analysis, design, development, implementation and evaluation. In this study, the teaching of flipped learning materials produced has gained the content of five experts in teaching and learning. The results show that the researcher has successfully produced teaching material that emphasizes the five main components of the active learning method, namely Jigsaw Puzzle, video presentation, Bingo Balls of Doom, Group Presentation, and Assignment Assessment. It is hoped that the development of teaching materials based on these flipped learning methods will enhance students' academic achievement and achievement and enable students to work together to make the learning process more meaningful.

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“…Pacing and relative rhythm with vocal and bodily modalities are unexplored. Some survey-based methods asking presenters what they do in their talks suggests considerable individual variability (Brock & Joglekar, 2011).…”

Section: Visualsmentioning

confidence: 99%

Complex Communication Dynamics: Exploring the Structure of an Academic Talk

2019

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Communication is a multimodal phenomenon. The cognitive mechanisms supporting it are still understudied. We explored a natural dataset of academic lectures to determine how communication modalities are used and coordinated during the presentation of complex information. Using automated and semi-automated techniques, we extracted and analyzed, from the videos of 30 speakers, measures capturing the dynamics of their body movement, their slide change rate, and various aspects of their speech (speech rate, articulation rate, fundamental frequency, and intensity). There were consistent but statistically subtle patterns in the use of speech rate, articulation rate, intensity, and body motion across the presentation. Principal component analysis also revealed patterns of system-like covariation among modalities. These findings, although tentative, do suggest that the cognitive system is integrating body, slides, and speech in a coordinated manner during natural language use. Further research is needed to clarify the specific coordination patterns that occur between the different modalities.

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Empowering PowerPoint: Slides and Teaching Effectiveness

Cited by 8 publications

References 0 publications

A Study on the Development of an Attitude Scale Towards the Use of PowerPoint in Classroom

A Study on the Development of an Attitude Scale Towards the Use of PowerPoint in Classroom

ADDIE Model Application for Development of Teaching Material Based on Flipped Learning for Lecturer’s in Polytechnic

Complex Communication Dynamics: Exploring the Structure of an Academic Talk

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