powerpoint presentation technology and the dynamics of teaching

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PowerPoint Presentation Technology and the Dynamics of Teaching $("#expandableTitles").expandable();

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Innovative Higher Education > 2006 > 31 > 3 > 147-160

This article presents a wide-ranging analysis of the use of PowerPoint technology in higher education. It addresses four overlapping issues. Has PowerPoint led to more effective learning? What impact has PowerPoint had on the dynamics of classrooms? What are some important aspects of the culture that accompanies PowerPoint? How has PowerPoint affected orality, visuality and literacy? The purpose of our article is to stimulate beneficial conversations about a prevalent educational software technology.

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Russell J. Craig

• National Graduate School of Management, The Australian National University, Canberra, Australia

Joel H. Amernic

• The University of Toronto, Rotman School of Management, Toronto, Canada

powerpoint technology in teaching education

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• v.29(4); 2019 Dec

The Impact of Supplementing PowerPoint with Detailed Notes and Explanatory Videos on Student Attendance and Performance in a Physiology Module in Medicine

Mohammed h. abdulla.

1 Department of Physiology, School of Medicine, Western Gateway Building, University College Cork, Cork, Ireland

Eleanor O’Sullivan

2 Department of Oral Surgery, Cork University Dental School and Hospital, University College Cork, Cork, Ireland

PowerPoint is widely used in higher education with reported advantages on student learning. The aim of this study was to examine the impact of detailed notes and videos as a supplement to PowerPoint slides on student attendance and performance. First-year medical students’ opinion on whether the supplementary material assisted their learning of Physiology in addition to demographics was collected in a survey. Attendance was similar for participants who used notes and videos to those who did not, for male vs. female and for participants from biomedical vs. non-biomedical backgrounds. However, within the non-biomedical cohort, attendance of male respondents was significantly higher (95 ± 3 vs. 81 ± 6%, P  < 0.05), although both groups used notes and videos. Similarly, attendance of female participants of biomedical background was higher ( P  < 0.05) than female participants of non-biomedical background ( biomedical vs. non-biomedical : 94 ± 3 vs. 81 ± 6%) even though both cohorts used notes and videos. Providing notes and videos had no adverse impact on attendance (90 ± 2%, 8 lectures) and tended to enhance exam scores for low-performing students in the class when compared with those of previous years’ cohorts ( 2018 vs. 2017 and 2016 : 61 ± 5% vs. 55 ± 6% and 47 ± 8%, respectively). There was an increase in the immediate gain of knowledge following watching/listening to videos ( after vs. before : 65 ± 3% vs. 48 ± 3%). The survey revealed a positive student perception of supplementary material mainly because they felt it reduced the time required to search for relevant information.

Introduction

PowerPoint is a widely used teaching tool in higher education for many years now. One of the benefits of this technology is its potential to enhance students’ engagement and empower effective learning [ 1 – 3 ]. Moreover, this technology helps students to organise their notes if they use it as a starting point to expand their knowledge from assigned textbooks. However, many students use PowerPoint as their sole study source even though all learning objectives might not have been covered in a lecture. Moreover, due to time constraints, teachers tend to list the important points in the lecture as bullet points and leave students to take notes. However, it is reported that most students are poor note takers, typically recording less than 50% of critical points in a lecture [ 4 ]. One possible solution to this issue is to provide supplementary material with each lecture. This material expands on the information provided in the lecture rather than just reiterating the lecture content. Previous research indicated that this approach improved students’ learning experience by enhancing their immediate recall and academic performance [ 5 – 7 ].

In addition to PowerPoint presentations, students can be provided with supplementary notes that expand on what is mentioned in the slides. Previous studies indicated that students who were provided with detailed notes, i.e. notes that contain main ideas in addition to supporting details, performed better in their exams than students who reviewed their own notes [ 8 – 10 ]. Moreover, Kobayashi [ 11 ] showed that low-performing students gained greater benefits from this approach compared with higher performance students. The effect of explanatory notes on students’ learning of Physiology in medicine and their attitude towards using them as a learning and review material was examined in the present study.

Similarly, supplementary videos that explain important concepts can be introduced as a complementary learning tool to PowerPoint slides. Indeed, videos add visual and auditory elements that cannot be found in the text notes. They can enhance student understanding of main concepts when more time is needed to explain these concepts than is available during a lecture. Indeed, these videos can also act as an effective revision tool at exam time [ 5 ]. The videos can be interactive by introducing pre- and post-video quizzes. A recent study indicated that students who used interactive videos with instructor’s explanations scored higher in the post-video test compared with a pre-video test [ 12 ]. Similarly, the use of conceptual videos was found to enhance students’ understanding of calculus in a previous study by Swedberg [ 13 ].

Information about the effect of supplementary notes and explanatory videos on medical students’ learning of Physiology is lacking in the literature. The aim of this study was to examine students’ attitude and behaviour towards the use of supplementary notes and videos in addition to PowerPoint slides in a programme that is known to be limited in time. We hypothesise that this approach assists students’ learning by providing detailed explanations of the main concepts in the form of text or as an interactive video.

Research Questions

The focus of the study was on two questions regarding the use of supplementary notes and pre-recorded videos in conjunction with PowerPoint slides:

• Does the use of supplementary notes and videos enhance understanding of core concepts and therefore improve exam scores?
• What is the students’ attitude towards the use of supplementary notes and videos as a learning and revision tool?

Participants and Setting

This study involved first-year graduate entry to medicine students in UCC in Fundamentals in Medicine II (module code GM1002). The study was conducted over a 9-week period from January to March 2018. The graduate entry to medicine class ( n  = 82) includes students of different ages (21–35 years), region of origin (European, EU; and non-European, non-EU) and undergraduate degree backgrounds (biomedical and non-biomedical). The EU students are mainly from Ireland while the non-EU students are from Africa, Asia, Middle East and North America. This study was approved by the Social Research Ethics Committee (SREC) in UCC (Log 2018-028). Teaching comprised a series of 8 traditional lectures of approximately 50 min long, delivered by one instructor in the Department of Physiology in UCC. For this module, lecture attendance was encouraged, but not compulsory; students were not required to sign a daily attendance register.

Lecture material, including PowerPoint slides, written notes and videos, was made available to students ahead of the actual lecture time with a comprehensive list of learning objectives. The PowerPoint slides were constructed with a focus on main points without using too much text, using figures and diagrams when relevant. Further details on important points on the slides and explanations of any figures and diagrams were inserted at the bottom of each slide (supplementary notes) using the PowerPoint space allocated for notes, i.e. the notes pane. In addition, clinical scenarios and interactive questions related to the main concept on the slide were included.

Explanatory videos were recorded by the instructor ahead of lectures using Quick time player on a MacBook Pro, using the PowerPoint slides as a background. PowerPoint provides a pen option whereby the pointer can be changed into a pen or a highlighter to write, draw on the slides or highlight important points. Videos were utilised for two particular concepts in cardiovascular Physiology that required detailed explanation, i.e. electrocardiography (ECG) and electrical and mechanical events during the cardiac cycle. Students’ feedback from previous years indicated that students frequently struggle with these concepts in this module. The videos, which averaged approximately 27 min, were uploaded to blackboard. Blackboard is a web-based server software platform to which module material can be uploaded for student use. Links to these videos were embedded in between pre- and post-video tests for self-assessment using blackboard quiz options.

Quantitative Assessment of the Effect of Supplementary Videos/Notes on Student Learning

As mentioned above, pre- and post-video tests were utilised to examine students’ performance before and after watching explanatory videos. This approach was intended to provide a higher level of interaction compared with a passive approach of only watching/listening to the videos [ 14 ]. In this study, six multiple-choice questions (MCQ) were provided to allow students to assess their understanding of a concept followed by a video explaining that concept. After viewing the video, the students completed a post-test comprised of identical questions to the pre-test but randomised in order. Once the test was finished, blackboard provided students with an exit report summarising their test score and giving detailed feedback on why a given answer should be selected. Data from two videos were analysed and used in the present study.

Quantitative assessment of students’ performance in the final exam following the use of explanatory notes was also studied. Eleven MCQs were chosen from the 2017 and 2018 end of module and end of year exams based on whether the question content was related ( n  = 5 MCQs) or not ( n  = 6 MCQs) to the explanatory notes attached to PowerPoint slides. The responses were compared with the identical questions in 2016 where no explanatory notes were given. The MCQs related to explanatory notes aimed to assess three of the Bloom’s taxonomy categories, namely:

• Knowledge recall (i.e. provided nearly verbatim in the notes pane). There was only one MCQ under this category.
• Comprehension (i.e. provided, but not verbatim, in the notes pane). There were 2 MCQs under this category.
• Application (i.e. not provided in the notes pane and required students to solve a new problem using information they had to comprehend from the notes pane). There were 2 MCQs under this category.

To minimize the effect of having different students over the years with varied academic ability on any possible change in performance, student performance on identical MCQ questions across the same study period from the Pharmacology content in this module was analysed. The Pharmacology part was taught consistently to the same cohort of students and in parallel to Physiology but without the use of the intervention used in this study.

Students’ Self-Reported Perception of Learning

A survey with both Likert-type and non-Likert type questions was utilised at the end of the module to examine students’ perception of supplementary notes and pre-recorded videos and their perceived effectiveness on students’ learning of core concepts in cardiovascular Physiology lectures, utilising Google Forms ( https://www.google.com/forms/about ) web-based survey options. The survey questionnaire took approximately 10 min to complete and participation was voluntary and anonymous. Also, failure to participate in the survey did not result in any negative consequences for the student and no extra credits were offered for its completion. Participants were asked to consent the use of the survey data as part of a research project. The survey link was sent to students via students’ university email and they were given 4 weeks to complete the questionnaire. A total of 68 (83%) participants completed the survey.

The first part of the survey consisted of demographic questions on gender, age, nationality and undergraduate background. Students also reported their attendance to the 8 cardiovascular Physiology lectures in this module. The second part included attitudinal questions regarding the usefulness or otherwise of the supplementary notes and pre-recorded videos to students’ learning using a Likert scale ranging from very useful/strongly agree (5) to not useful at all/strongly disagree (1). This was followed by checkbox-type questions exploring why students thought the supplementary notes were useful or otherwise to their learning of Physiology in this module. In order to arrange the responses into particular themes, students were provided with a list of suggested answers but were also given a free text option if their reason for the use or otherwise of notes/videos is not included in the list. There were two checkbox questions in the survey regarding notes, the first one was “Why do you think the supplementary notes attached to the PowerPoint slides were useful (Please select all that apply from the list below)” while the second one was “Why do you think the supplementary notes attached to the PowerPoint slides were NOT useful (Please select all that apply from the list below)”.

Students’ response regarding the use of explanatory videos was obtained using a short answer text question to respond to the statement “Please insert any comments you have about your usage of explanatory blackboard videos”. In addition, students’ explanations for lack of use of these videos were obtained by asking students to pick the most relevant answer for this question “Please indicate the reason(s) for lack of usage of supplementary blackboard videos (Select all that apply from the list below)” from a suggested list of answers. Finally, the survey ended with open text question inviting general comments about students’ perception of supplementary notes/videos in this module.

Statistical Analysis

The informational and attitudinal survey questions were analysed by gender, region of origin and biomedical background using chi-square contingency analysis using GraphPad Prism (GraphPad v6 Software Inc., San Diego, CA, USA). Similarly, the self-reported attendance in this module was compared between female and male subgroups of either EU and non-EU, biomedical and non-biomedical degree or < 25 and 25–35 years participants using parametric and non-parametric data analysis using unpaired student’s t test and Mann Whitney test respectively. Students’ performance in the pre- and post-video tests was compared using a paired student’s t test. To compare students’ performance in exams over 3 years (2016, 2017 and 2018) and between questions related/not related to supplementary PowerPoint notes, a repeated measure two-way analysis of variance (ANOVA) was used. Data are expressed as mean ± standard error of the mean (S.E.M.) with significance at P  < 0.05.

The Effects of Demographic Variables on Students’ Attendance

Demographic information as well as self-reported lecture attendance is presented in Table ​ Table1. 1 . The 82 students in the GM1002 class were comprised of 45 (55%) females and 37 (45%) males. A total of 68 students (83% of the class) participated in the survey of which 37 (54%) were females and 31 (46%) were males. The age of survey participants was almost equally divided between those aged < 25 years or 25–35 years. Non-EU students showed a higher participation rate than EU students (54 vs. 46%). According to the survey, there were fewer students from non-biomedical compared with biomedical degree background (43 vs. 57%). The attendance in this part of the module was not recorded by the lecturer and therefore the attendance data were solely self-reported. The survey showed an average attendance of almost 90% of cardiovascular Physiology lectures in this module with similar attendance rates reported by female and male participants and among students aged < 25 years compared with 25–35 years. Analysis of attendance by gender and age category showed a tendency for higher attendance by male participant of < 25 years old compared with females of that category (92 ± 4 vs. 82 ± 6%, n.s.). Conversely, females aged 25–35 years tended to have higher attendance rates than male participants of that age category. While the overall attendance of biomedical and non-biomedical participants was similar, male non-biomedical degree students had a significantly higher attendance rate than female non-biomedical degree students (95 ± 3 vs. 81 ± 6%; P  < 0.05). Furthermore, attendance of female participants of biomedical background was higher ( P  < 0.05) than the attendance of fellow female participants of non-biomedical background (94 ± 3 vs. 81 ± 6%). The attendance was not adversely impacted by providing supplementary videos and detailed notes. Analysis of self-reported attendance showed similar attendance of users and non-users of supplementary videos (90 ± 2 vs. 84 ± 6%).

Self-reported demographic data of survey participants and answers to attitudinal question regarding the usefulness or otherwise of supplementary notes/videos. A Likert scale was used to rank usefulness of the supplementary notes or degree of agreement that explanatory videos assisted students’ understanding of core concepts. Usefulness rank was set as 5 for very useful, 4 for useful, 3 for neutral, 2 for not useful and 1 for not useful at all. Agreement rank was set as 5 for strongly agree, 4 for agree, 3 for neither agree nor disagree, 2 for disagree and 1 for strongly disagree. * P  < 0.05 non-biomedical vs. biomedical participants, # P < 0.05 female vs. male participants

Self-reported information about frequency of viewing/listening to explanatory videos in the different age, gender, nationality and undergraduate degree groups is shown in Table ​ Table1. 1 . There was a similar number of participants in the male vs. female, < 25 vs. 25–35 years and EU vs. non-EU categories who watched or listened to pre-recorded videos. However, there was a higher number ( P  < 0.05) of students of non-biomedical background who watched or listened to videos compared with their biomedical peers (93 vs. 72%).

The Effects of Demographic Variables on Self-Reported Perception of Supplementary Videos/Notes

The response to attitudinal questions regarding the utilisation of supplementary videos/notes is presented in Table ​ Table1. 1 . Two Likert scale questions were analysed from the survey questions. The first was “Viewing the supplementary videos helped me to better understand the material presented in the lecture” while the second question was “How useful did you find the supplementary notes attached to the PowerPoint slides in learning cardiovascular Physiology concepts in this module”. There was a similar attitude regarding the use of videos/notes in this part of the module by the different age, gender, nationality and undergraduate background groups. The data showed that most of the students (91%, average response 4.3/5) indicated that explanatory videos/notes helped them to develop a better understanding of the key concepts in this part of the module and were useful to students’ learning.

The Effect of Supplementary Videos/Notes on Students’ Performance

Figure ​ Figure1 1 illustrates the impact of explanatory PowerPoint notes on the students’ performance. As no explanatory notes were provided in 2016, it was used for comparison with student performance in 2017 and 2018 where notes were provided. To examine any possible effect of explanatory notes on different academic performers, the class was divided into thirds based on students’ overall mark in end of module and end of year exams. As demonstrated in Fig. ​ Fig.1, 1 , there was no significant difference in the overall student performance in 2017 and 2018 compared with 2016 for all questions directly related to the explanatory notes provided with PowerPoint slides or in questions not related to explanatory notes. However, the lower third students’ performance in identical questions in 2017 and 2018 showed a trend towards a higher performance in notes-related questions by almost 17% and 29% respectively compared with the performance in 2016. In order to exclude the effect of having different students’ academic level between the 3 years, a parallel analysis of students’ performance in 14 identical Pharmacology MCQs across the same period was used as shown in Fig.  2 . Students had similar academic performance in 2017 and 2018 compared with 2016. Likewise, the performance of the lower third students in this exam did not show any significant changes in 2017 (50 ± 4%) or 2018 (50 ± 5%) compared with 2016 (57 ± 4%).

Student performance in the end of module exam over 3 years (2016, 2017 and 2018). The upper panel demonstrates the performance for all students in this module over the 3 years. The middle and lower panels present the performance of upper and lower thirds of the class in this exam respectively. It should be noted that no supplementary notes were used in teaching this module in 2016

Student performance in a parallel end of year Pharmacology exam across 3 years (2016, 2017 and 2018). The same cohort of students were studied and identical items were utilised across the years

The effect of supplementary videos on students’ performance is presented in Fig.  3a . The average performance of all students who used these videos in the post-video test was increased by more than 30% ( P  < 0.05) compared with the pre-video test. This significantly enhanced performance was seen for both upper and lower third performers in this class. However, the highest gain of more than 40% ( P  < 0.05) was seen for the upper third performers compared with 24% ( P  < 0.05) for the lower third performers in these tests. The usefulness of supplementary videos pre- and post-tests was further demonstrated by students’ attitudinal response to the question “How useful did you find the pre-/post-video test (e.g. before and after the Wiggers’ diagram or ECG vectors video)”. The results indicated that more than 70% of respondents ( n  = 55) to this question indicated that pre- and post-video test is either “Very useful” or “Useful” to them. Over 25% of the students gave a “Neutral” response while 4% felt that the pre-/post-video test was “Not useful” (Fig. ​ (Fig.3b 3b ).

Student performance ( a ) and attitude ( b ) in using the pre- and post-video tests. a Students’ performance data were collected from two pre-recorded explanatory videos with test questions that are MCQ style. A total of 11 questions were analysed from the two videos for 49 participants. * P  < 0.05 post- vs. pre-test. b Students’ attitude regarding the pre- and post-video tests. A Likert style survey question about the usefulness of pre- and post-video tests was analysed for 55 (81%) responses. Students responded to the question “How useful did you find the pre-/post-video test”

Student Opinion on the Use of Supplementary Videos/Notes

Analysis of responses to the open-ended (23 responses, 34%) and checkbox (62 responses, 91%) questions regarding the use of supplementary videos and notes respectively is presented in Fig.  4 . Students felt the videos aided learning by (i) consolidating learning from the lectures and assisting knowledge retention (41%), (ii) providing a visual element to learning (27%), (iii) being a repository review resource (18%), (iv) allowing pause and replay (9%) and (v) reducing the time required to search for information online (5%) (Fig. ​ (Fig.4a 4a ).

Students’ comments on the use of supplementary videos ( a ) and notes ( b ). a Students responded to the open text question “Please insert any comments you have about your usage of supplementary videos” by listing their opinion regarding supplementary videos use in this part of the module (22 responses). b Student responded to the question “Please indicate the reason(s) for lack of usage of videos” by selecting all that that apply from a list. c Students responded to the question “Why do you think the supplementary notes attached to the PowerPoint slides were useful” by selecting from a list of suggested answers (62 responses). It should be noted that students were allowed to select more than one answer for the second question and this explains why there is a total of 147 responses in the bar chart of this question

Thirteen students (19%) indicated that they had not used the pre-recorded videos in this study. According to these students, they did not use videos in this module because (i) the concepts illustrated in the videos were explained in lectures (72%), (ii) time is limited in this module (17%), (iii) viewing/listening to videos is not their favourite learning style (15%), (iv) they did not know they were there (8%) and (v) the videos contained too much information/too long (8%) (Fig. ​ (Fig.4b 4b ).

When asked why they think the supplementary notes attached to the PowerPoint slides were useful, almost 77% of the responses to this question was that it is because they lessen the need to look for relevant information from external sources. The second most common reason given (60%) was that these notes are an available review resource at times of exam preparation. The next important reason for the usefulness of notes according to 55% of the responses was that these notes provided more detailed explanation of the slides than could be covered during a lecture. Furthermore, around 45% of the responses agreed that these notes were useful because they lessen the need to take notes during the lecture (Fig. ​ (Fig.4c). 4c ). Finally, there were few comments using “others” option with one student commented “Really good (notes) for providing context to students from a non-science background”, another said “If anything was missed when listening to the lecturer, the supplemental notes could cover myself” while a third student commented “… Good learning aids for concepts I maybe didn’t fully grasp at the time of the lecture”. Finally, there was one response in this survey who indicated lack of use of supplementary notes due to limited time to go through supplementary material in this course.

In this article, we showed that providing supplementary notes and videos along with PowerPoint slides assisted students’ understanding of cardiovascular Physiology in a medical programme and did not affect lecture attendance. This study revealed that the use of explanatory notes enhanced exam performance especially for low-performing students. Similarly, the use of conceptual videos in this module enhanced students’ immediate gain of knowledge as shown by enhanced performance in post-video test compared with pre-video test. Students valued the utilisation of supplementary videos and notes as a learning and revision tool in this module. The main reason that the supplementary videos were helpful, as per students’ feedback, is that the videos consolidated their learning from the lectures and helped their retention of knowledge. On the other hand, students thought that notes were useful mainly because they lessen the need to look for relevant information from external sources within the limited time available to study in this programme.

The Effects of Demographic Variables on Students’ Attendance and Perception of Videos/Notes

The survey results are representative of the class as 83% participated in the survey and the gender distribution of participants was similar to the overall class gender distribution. The attendance of students during the period of the study was examined to identify any differences related to the varied gender, age, nationality and undergraduate degree background. It should be noted that full attendance is required in this module and it is checked sporadically but not routinely. The self-reported attendance data showed no significant differences in attendance of the demographic groups. Interestingly, the data showed that female students from a non-biomedical background had poorer attendance compared with male non-biomedical students or to their female biomedical counterparts. Ellaway et al. [ 15 ] examined the impact of combining students of biomedical degree background with non-biomedical degree background. They highlighted the challenges imposed on non-science students both socially and academically and suggested that support should be provided to those students. It is possible that lower attendance of this subgroup is related to these challenges.

The present study demonstrated that providing students with detailed notes and supplementary videos did not impact upon their lecture attendance. The average attendance in the cardiovascular Physiology part of the GM1002 module was as high as 90%. The finding that attendance of this cohort of students was not affected by having detailed notes and explanatory videos available before the lectures is in line with previous reports [ 16 , 17 ].

The Effect of Supplementary Notes on Students’ Performance

PowerPoint is widely utilised in today’s higher education teaching but there is an ongoing question as to whether students should be provided with notes. Looking at data from this study as well as the literature [ 18 – 20 ], the authors are in favour of using supplementary notes at least in time-pressured medical programmes such as the graduate entry to medicine. Students in the accelerated programmes are under pressure to develop as much foundational knowledge as they can, while a reasonable number of them are from non-biological background. However, the authors are aware of the potential implications of this approach on students’ independent learning strategies and the possibility that it might detract from the goal of preparing them to become independent life-long learners. However, this programme is well enriched with several avenues for self-directed learning and problem-based exercises that are completely driven by students themselves.

Furthermore, the type of notes could vary between detailed notes and those that have main points only [ 20 , 21 ]. It is suggested that students provided with detailed notes can achieve higher recall of information and test performance than students provided with no notes [ 8 ]. Students usually take notes during lectures to ensure they do not miss important information and utilise these notes as a study source when preparing for exams. However, a previous study showed that students do miss critical points in this process [ 22 ]. Therefore, the present study examined the impact of providing detailed notes attached to each concept description in PowerPoint slides on student learning of Physiology in the graduate entry to medicine programme. The notes were provided with almost every slide of the PowerPoint presentation of lectures in this study. Although this study utilised limited number of MCQs to study performance, it compared identical MCQs across years. These MCQs were sought to assess three Bloom’s taxonomy categories, namely, knowledge recall, comprehension and application. The final exam scores of the lower third performers in the class were enhanced by almost 30% in 2018 compared with 2016 in questions related to supplementary notes, particularly those under Bloom’s application category. This indicates that enhancement in performance of this cohort was not simply due to recall of rote learning of answers provided. In addition, the authors are not aware of any extracurricular activities for students in this course. As such, there appears to be no external factor that would have detracted from Physiology learning in 2016. The finding of improved performance of this cohort was supported by a previous study showing that low-performing students gained greater benefits from detailed notes compared with high-performing students [ 11 ].

The overall class performance was only marginally enhanced after introducing detailed notes. This indicates that providing detailed notes was not the only factor in determining exam performance in this class. One important determining factor for usefulness of supplementary notes is the time at which these notes are used during the course as students use notes differently depending on the time of the year as shown by a previous study [ 23 ]. Grabe and Christopherson [ 23 ] found that the students’ use of the supplementary notes peaked during the time when the corresponding unit of content was being presented in the class and was less towards the exam time.

The detailed notes were received positively by students according to the survey feedback. One student mentioned “I like to use the notes under the slides for study as they condense the relevant information” while another student commented “I do like having the notes underneath the slides so I don't have to worry about taking notes and can focus on listening in class instead”. There was also another comment “I love the supplementary notes and think that the slide structure is easy to understand (great pictures with few, but relevant, explanations)”. Interestingly, one student pointed out that these notes were useful to students of a non-biological background “Having a non-science background, the additional notes/videos etc. really help to make the content more accessible and easier to understand”. The notes in this study served as a repository for learning and revising the key concepts at exam time, particularly if students miss valuable information during the lecture. It should be noted that one student indicated a lack of use of supplementary notes due to limited time in this module.

Advantages and Disadvantages of Providing Detailed Supplementary Notes

This study suggests that detailed notes serve as an important learning and revision tool for students. However, this intervention may also have a number of potential disadvantages, namely (i) it possibly promotes passive learning [ 24 ], and (ii) may encourage students’ absence from lectures [ 21 ]. However, students in this study were not discouraged from taking their own notes but were given supplementary notes as a repository. In addition, these notes included explanations of diagrams and figures on the PowerPoint slides to save students the time needed to search for explanations of these diagrams and figures. Furthermore, students’ attendance was not adversely affected by having these explanatory notes. This is in agreement with a previous study which indicated that students’ attendance can be improved by providing lecture notes before the lecture time [ 25 ]. Students’ self-reported attendance in the present study showed a very good attendance rate despite the provision of detailed notes and supplementary videos before lectures. It can be suggested, based on the attendance profile of students in this course [ 16 ], that a negative impact of providing detailed notes on attendance is unlikely.

The Effect of Supplementary Videos on Students’ Performance

The present study demonstrated an enhanced short-term gain of knowledge on the basis of performance in post- vs. pre-video test. Literature on the use of videos has demonstrated beneficial results on students’ learning in biology courses [ 5 , 26 – 28 ]. A blended mode similar to the one utilised in this study using videos in addition to traditional face-to-face lectures offered positive outcomes and enhanced students’ learning experience [ 28 ]. The videos in this study were made interactive through the pre- and post-video tests. Moreover, students can control their watching/listening experience by speeding up or slowing down and by stopping and replaying these videos when needed. In addition, the pen option on PowerPoint was used to highlight important points. In a previous study [ 14 ], interactive videos were showed to be satisfactorily received by students and were more effective in improving students’ performance than non-interactive videos. Finally, the present study showed that supplementary videos did not inversely impact students’ attendance; this is in line with a recent study in a biology course [ 29 ].

When students were asked why they felt videos were useful, they mentioned learning consolidation and enhanced retention of knowledge which was in line with quantitative data from post- vs. pre-video test results. The second reason given by students was that these videos add a visual element to learning. Some students focused on the benefits of videos as a review resource while others found these videos useful due to their interactive nature and because they save time searching for explanatory videos online. These views are in line with previous reports on the use of videos in teaching [ 5 , 30 ]. That said, 19% of respondents in this study said they did not use the videos. The most common reason for the lack of use was that students thought the videos simply explained concepts that are already covered in the lecture. Some students felt that time pressures in this module made it difficult to utilise supplementary resources besides PowerPoint slides.

Student feedback from the survey questionnaire showed that most of the students valued the videos and felt that the videos improved their understanding of core concepts in this part of the module. For example, one student commented “It was difficult to fully understand everything just by looking at the PowerPoint slides - however the video was able to help with this” while another student mentioned “If I needed to go back and understand a concept better, it would be easily accessible on blackboard” . A student also responded, “Thank you for taking the time to make sure we understood the material, providing additional resources (videos) and allowing us time to identify gaps in our knowledge”.

The research findings and questions that emerged from this study have implications for Physiology teaching in the medical programmes. The first observation is that students from a non-biological background utilised supplementary videos more than students from a biological background. This points to the importance of supplementary material in supporting students from non-biological background during their preclinical years. It is worth noting that the provision of videos in addition to detailed notes did not adversely impact on students’ attendance. Moreover, students’ attitude towards the use of this approach was overwhelmingly favourable. The feedback from the questionnaire showed a positive attitude by students towards the use of detailed notes and explanatory videos in addition to PowerPoint presentation.

Limitations and Future Research

A number of limitations to this study must be acknowledged. Firstly, there was no control group (i.e. students not provided with notes/videos) for direct comparison of performance. That said, every effort was made to maintain consistency across the years by utilising exactly the same questions and comparing performance of content outside Physiology for the same cohort of students. The Pharmacology content used for comparison was taught consistently across the 3 years without the intervention used in Physiology. Secondly, the present study did not examine the effect of providing detailed notes and explanatory videos on students’ note-taking practices or the impact of supplementary notes and videos on classroom interaction. However, classroom observation showed that this student cohort had higher level of engagement in interactive classroom exercises during lectures, tutorials and practical sessions throughout the module. Thirdly, the present study only examined one part of the module in one programme in medicine, i.e. the graduate entry programme. This may limit generalizability of any results from this study to that particular programme. Future research should address the impact of note access in a different medical programme to see if these results can be reproduced.

Conclusions

This study supports the provision of detailed explanatory notes and videos in addition to PowerPoint lecture slides. We demonstrated that students’ attendance in this first-year medical degree course was not adversely impacted by making these additional resources available before lectures. In terms of academic performance, the supplementary notes seemed to be particularly useful to the low-performing students in this cohort more than highly achieving students. Videos on another hand were useful for short-term recall of information. Finally, students in this class liked the use of supplementary notes/videos and found them useful to their learning of cardiovascular Physiology as part of this programme.

Compliance with Ethical Standards

The authors declare that they have no conflict of interest.

This study was approved by the Social Research Ethics Committee (SREC) in UCC (Log 2018-028).

Consent was required before taking part in the survey (Supplementary material). Participation in the survey was voluntary and anonymous.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Designing and Delivering PowerPoint Presentations

PowerPoint presentations are a great way to support a speech, visualize complicated concepts or focus an audience's attention. However, a bad presentation can achieve the opposite. Poorly designed slides with too much text or distracting graphics can lead the audience away from your message. Consider these tips to avoid common mistakes.

Use the slide master feature or a provided template to create consistency in your design. The method of content presentation (list, image, text) depends on the content, but consistency with other elements such as font, colors, background, throughout the presentation is essential. Establish consistent contrasting colors (dark/light) for text and background.

Choose your font and size carefully. Use sans serif fonts (such as Arial Rounded MT Bold) and 32 point font size for text. Anything smaller is difficult to read. Avoid all caps. Use color to highlight. Limit punctuation. 

Images should reinforce and complement your message. They should be impactful, not space-fillers. Empty space on the slide will actually enhance readability. Don’t clutter the slide with images unless they add value. Also, test your images to make sure they retain quality when projected on a larger screen. Clip art generally lacks emphasis. 

These features seem impressive at first, but they tend to distract from your message and get old quickly. Transitions, text fly-ins, animations and sounds may reduce the professionalism you desire to portray. Special effect are similar to graphics, they should impact the presentation not detract from the presentation.

Limit the number of slides according to the time you have available for the presentation. Flipping to the next slide constantly and rushing through the presentation not only distracts the audience, but typically does not get your message across. A good rule of thumb is one slide per minute.

PowerPoint allows the presenter to move forward and backwards without paging through interim slides. Practice moving forward and backward within your presentation. Your audience may want to see a previous slide or you may want to skip ahead to something of immediate relevance.

Don't face the screen and read your slides. The bulleted information on your slides should be supplementary to what you are saying. Use the slides to trigger your comments or to pace yourself, but do not read them. The audience can read. Remember that your slides are only there to support, not to replace your talk! You'll want to tell a story, describe your data or explain circumstances, and only provide keywords through your slides. If you read your slides, the audience will get bored, stop listening and not get your message.

Image Resources

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PowerPoint Presentation Technology real the Dynamics of Teaching

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• Published: 02 August 2006
• Volume 31 , pages 147–160, ( 2006 )
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This article presents a wide-ranging analysis of the use of PowerPoint technology in high education. It appeals four overlapping problem. Possessed PowerPoint led to more effective learning? What impact has PowerPoint had on the dynamics of classrooms? What are all important aspects of the culture that accompanies PowerPoint? Wherewith has Point affected orality, visuality both literacy? The purpose of our article are to stimulate beneficial conversations about a common educational software technology.

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Patterns the PowerPoint Application in Higher Education: a Comparison between one Natural, Medically, and Social Sciences

David Chávez Herting, Ramón Cladellas Pros & Antoni Castelló Tarrida

Next Steps: Toward a Relational Mode of Thinking in Educational Technology

A Synoptic View

Avoid generic mistakes on your manuscript.

This article focuses on PowerPoint, a powerful and ubiquitous communications technology and aid to teaching real business presentations. With 2002, it was estimated that more than 400 million copies of PowerPoint had in circulation and ensure “somewhere between 20 and 30 million PowerPoint-based lectures are given around the earth each day” (Simons, 2005 ). Those numbers seem likely to have grown exponentially since then. Indeed, Parker ( 2001 ) claimed that to “appear at a getting lacking PowerPoint would be unwelcome and vaguely pretentious, like wearing no shoes” (pdf version, p. 2). Additional, who use of Powered is so widespread in higher education institutions that by a faculty member to refrain from using PowerPoint is “sometimes seen as a selected for seniority and privilege, like egg on one’s tie” (Parker, 2001 , p. 6, citing a conversation with Stamford University Professor Clifford Nass).

PowerPoint possessed a dubious reputation. It has been described as “the Viagra of the spoken word ... [and] a wonder rx for flabby lectures” (van Jole, 2000 ); and because little this “... turns clear thinking grown-ups into addled-headed boobs” (Shwom & Winery, 2003 , p. 3). But, if PowerPoint lives a drug, Tufte ( 2003a ) asserted thereto ought to be subject on a universal product recall, for it had “frequent, serious side effects: it induced stupidities, turned everyone into bores, wasted time, and downgraded the qualitative real trust of communication” (para. 1).

PowerPoint technology has become a punching bag that Halter ( 2001 ) alleged has turned its users “into bullet-point dandies” (p. 1). It possesses were criticized for elevator form via content (Tufte, 2003a , boron ); assigned part of to cause for “a overall deny in public speaking” (Nunberg, 1999 , p. 330); denounced by students and from CEOs ... for verursacher negative effects off “dialogue, interaction, and thoughtful thought of ideas” (Cyphert, 2004 , penny. 80); bemoaned as a facilitator of presentations that are “often tediously long and more annoying than Microsoft’s angeregt paperclip” (Goldkorn, 2004 , para. 4); and respondent the “replacing clear thought with unnecessary animations, seriousness ideas with ten-word bullet points, substance with sticks, bewildering style” (Coursey, 2003 , parasite. 2). Even PowerPoint promises much in words of ship content efficiently and offering attractive and dynamic performances, some critics, how as Stewart ( 2001 ), allege such adenine frequent outcome is a vacuous monotony.

The leading critical characterizations of Point might give of misleading impression that we represent about to engage stylish ampere harangue of the types: “PowerPoint bad ... non-PowerPoint good.” When, how is not the case. We simply want to gehen beyond the content of the usual clichéd car of literature on Powerful. This is preponderantly of three major kinds. First, is the literature which provides technical advice on how to prepared PowerPoint presentations (e.g., Coursey, 2003 ; Joy, 2003 ; Shwom & Keller, 2003 ). Other, is literature which outlines the advantages also disadvantages of PowerPoint. Much of this is in the form of PowerPoint presentations that are accessible through keyword search using Google , how as Bostock ( 2005 )—although some appears by scholarly journals such as Jones ( 2003 ). Third, remains literature the takes an titillating swipe at the ostensible evils of Presentation otherwise provides an unapologetically jealous account of it unsurpassable merit (e.g., Nunberg, 1999 ; Stuart, 2001 ).

It is our intent to delve more deeply under four matters that deserve reflecting upon by academic and business seminar presenters. We seek to highlight some subtle but important issues that accompany the PowerPoint characteristic. In doing so, are invoke a wide range of scholarly literature drawn for a variety of disciplines and an array of business periodicals or website newsletters. Wealth address four overlapping issues. First, we review scholarly literature that examines the effectiveness of PowerPoint. Other, we explore how PowerPoint presentations affect aforementioned dynamic of pedagogical settings and the general relationship between presenter and presentees. Third, we learn important aspects are one cultivation that attaches to PowerPoint technology. Finally, we explore PowerPoint-related trouble for visuality, orality and education.

This article does not offer a broadly conceived exploration of McLuhan's thesis that “the medium is the message” (McLuhan & Fiore, 1967 ). Our do none dwell in Innis's ( 1991 ) ideas regarding the gregarious nature of modern technologies or for semiotics in order to conceive PowerPoint as further dominating, socially forceful technological intermediate of teaching. Although we do doesn focus on cataloguing how to design more highly PowerPoint ohp, we draw attention to the failure concerning plenty PowerPoint facilitator the ignore fundamental rhetorical principles; and ours offer some advice on that matter. Our do not engage in what Shwom and Keller ( 2003 ) referred to as “victimology”; that is, up make “PowerPoint the villain that oppresses its users, and almost by default absolve which presenter from taking any personal responsibility required providing significant content and communicating that content clearly” (p.15).

In the past three decades there has been a critically shift with the media that have come used to communicate messages in educational settings. We have gone from the era of “chalk-and-talk” and occasional flip-charts to expenses transparencies and to PowerPoint slides. And, consistent with Warnick ( 2002 ), we feel it will important to discover that any “new print of communicating call for brand ways of thinking about communication processes” (p. 264). However, it your important, as right, that we do not verwandelt “zealous ... one-eyed prophesier who see only what new technologies can does and are unsuitable regarding imagining what they will undo ” [italics in original] furthermore that our offer “a opposing voice ... to moderate the noise made by aforementioned enthusiastic [technophile] multitudes” (Postman, 1993 , p. 5).

Is an sense, were are somewhat akin to Postman's “technological resistance fighter [who] maintains an epistemological and psychic distance from any technology, so that he always appears somewhat strange, never inevitable, never natural” (Postman, 1993 , pp.183–185). We is mindful of the implicit, perhaps largely unnoticed, alteration include “human attention-structures” (Lanham, 1993 ) that pervasive new technologies such as PowerPoint (and its allied information technology and Internet paraphernalia) bring with them. And, of course, as academics we been watch to our commitment to be “disturbers of the peace” (Passmore, 1967 , p. 203) and to “be somewhat reflexive about [our] uses by instruments, and thus not schallen liked Microsoft advertising executives” (Rose, 2004 , p. 797).

Our diskussion is directed to providing one much-needed tempering of which widespread enthusiasm the excitement for PowerPoint while avoiding a seemingly reactive anti-technology reaction. We seek toward engender an clearer appreciation of whether PowerPoint is a beneficial additionally efficient training medium from increases awareness that the technic for PowerPoint exists not an “unparalleled conduit of pedagogically related excellence” and so we need an alternative “‘attention structure’ that does not reify” PowerPoint (Amernic & Craig, 1999 , p. 437).

Is PowerPoint Effect?

In this section ourselves review the limits empirical evidence on check or not PowerPoint lectures are effective in enriching student learning. However, we refrain from considerations of such core ideas as critical thinking (Nelson, 1994 ), the university's role to the communication of imagination (Whitehead, 1957/[1929] , p. 97), and learning paradigma for undergraduate general (Barr & Tagg, 1995 ). It seems important to review the effectiveness of PowerPoint given its widespread and largely uncritical acceptance, particularly in higher education institutions. This has because, conceivably, PowerPoint force simply lead to a professor's “improvement and/or modernization is they performance in the classroom” (Szabo & Hastings, 2000 , p. 176) out any significant side on student learning.

Given the widespread adoption of PowerPoint, the tiny number of authoritative studies of its effectiveness ( n < 20) is surprising. Generally, the available studies lack heart and internal and external validity and adopt rather constrained characterizations of the concept effectiveness . Most have been conducted in the United Reign and the U.S. and involve one-site, cross-sectional analyses of small classes that have been taught by the principal explorer (see, for exemplary, Bartsch & Cobern, 2003 ; and the studies tested through Szabo & Hastings, 2000 , pp. 176–177). Typically, studies become conducted of classroom that have been partitioned into two groups—one taught using addresses and PowerPoint both the other taught using lectures and overall transparencies. Student attitude get are gathered usually by means of in-class questionnaire survey methods and need to be screened carefully for unintended bias.

Other studies are based simply in selective reporting of student anecdotes. Some have a self-indulgent quality of “ Hi, look by me, I’m an innovator, and my students like what I am doing .” Others is superficial recollections of coach experience in with PowerPoint (e.g., Parks, 1999 ). Many analyses of student attitudes were conducted before PowerPoint became an ingrained, almost compulsory feature of university lectures. Thereto would not be surprising if many reported show were influenced by a now defunct “novelty factor.” With who passageway concerning uhrzeit and with heightened exhibition to PowerPoint, our recent conversations with students suggest they are now more likely to answer to PowerPoint with an air of resigned, nonchalant ennui.

Into the main, the results reported in scholarly journal articles indicate that students like to be instruction using PowerPoint (perhaps because of its new press an availability of printed handouts of Show slides) and think that PowerPoint presentations are entertaining, enhance unclutter, and aid recall of subject matter. There is small consistent evidence, however, till shows that teachings with PowerPoint leads at distinct better learning and significantly better grades than teaching by more conventional our. A majority of studies shows such use off PowerPoint is not associated with a important development in student classification. For example, Placement both Hoaas ( 2001 ) examined the effect of PowerPoint presentations on scholar grades in four classes of students in an introductory economics course trained by one instructor, at one-time institution, in two sessions. “Each semester one select of students had teached using PowerPoint slides and the other schooled without slides to servant as a control crowd ...[but there was] ...no significant effect in terms of apprentice performance” (p. 113). Results such as this appear curious the view of the speed and conviction with the PowerPoint must been enfolded by educators.

Some others experience-based studies what more generous, nevertheless are unpublished and unreviewed (e.g., Evans, 1998 ), or can significant methodological problems (e.g., Harknett & Cobane, 1997 ), or have not assumptions (e.g., Lowry, 1999 ). Generally, the befunde of these studies point to the benefits of PowerPoint on student performance. For example, Lowry ( 1999 ) concluded that classes taught using PowerPoint “achieved super grades than the traditional-lecture cohort (51.8 the 51.9 contra 43.5%) ... both students exposed to PowerPoint lecturing had adenine positive attitude going aforementioned method” (pp. 20–21).

Bartsch and Cobern ( 2003 , p. 78) provided of following good review of empirical evidence relating to effectiveness of Powered the computer presentations:

Overall resources indicates that scholars prefer Powerful type presentations from transparencies (Cassady, 1998 ; Perry & Perry, 1998 ; Susskind & Gurien, 1999 ; West, 1997 ). Unfortunately, information on either computing presentations better student performance is much fewer clear. Several studies point to the idea that graphics improve student retrieve (ChanLin, 1998 , 2000 ; Lowry, 1999 ; Szabo & Hastings, 2000 , Exp. 2). However, many courses that adopted multimedia presentations have not revealed a corresponding rise within course capacity (Stoloff, 1995 ; Susskind & Gurien, 1999 ; Szabo & Hastings, 2000 . Exp. 1 furthermore 3; West, 1997 ). Into subject, one course demonstrated a decrease in student performance when the instructor switched from transparencies to Point (Bartlett, Cheng, & Strough, 2000 ).

In the study until Szabo and Hastings ( 2000 ), over 90% of students said so Byer “is more attention capturing than this traditional method of lecturing,” and 85% found “PowerPoint lectures can more interesting greater traditional lectures” (p. 179). They concluded which:

PowerPoint lectures, at least in some circumstances, mainly add to aforementioned entertainment rather then to to education of the scholars ... Apart of possible benefits the recall, no significant advantages to PowerPoint lecturing were founds ... students like PowerPoint how ampere lecturing method. Their preference in PowerPoint lectures, in contrast to their believers, is did companied to better academic performance (p. 186). Power Point as an innovative device for education also how in state-of-the-art classes

Although students found PowerPoint entertaining, Szabo and Hastings ( 2000 ) noted aptly that “the challenge in the latest millennium is not to entertain students ... but to improve or toward facilitation learning” (p. 187). Such an improvement will not come easily if Parker ( 2001 ) is to be believed. He contended that presenters exist concentrating more on “formatting slides—because it’s more fun to do than concentrate on something [they're] going to say” (Parker, 2001 , piano. 5). ONE major challenge facing educators wants be to umsetzen the typically positive disposition of apprentices to PowerPoint inside strong better learning and performance.

The Dynamics of the Pedagogical Context

It is important the reflect based the epistemology by our pedagogy. We live in ampere pedagogic world in which one lecture has been regarded as “an accomplishment—bringing together a very particular alignment of speaker, space, technology, interview and attention” (Crang, 2003 , penny. 242). In the reprimand settings, the sociable rolling, expectations, and power relations at play merit our reflection. The encompassing “performative aspects” of PowerPoint and what they “lend authority to the speaker” (Driver, 2003 , p. 229) are deserving of reflection too.

Accordingly, we available explore three aspects of the cooperation within PowerPoint technology also its “spaces and audiences” (Driver, 2003 , p. 229)—first, whether or not PowerPoint serves as a climbing for many donor, and second, whether or not he has ampere badly effect on the message by becoming “a tool to separate the presenter from the audience and the message” (Coursey, 2003 , para. 5). Third, we also discover this thesis that and visuality of PowerPoint presentations (which should enrich the message) will becoming THE message and that less von an audience's attention is being applied to a speaker's discussion of relevant satisfied (DuFrene & Lehman, 2004 , p. 84).

There are divergent views about whether the teacher or presenter using Powered exists still the main model or a Socratic-type drawing in a learning playing. One view a ensure “PowerPoint is teacher-centred. It puts the instructor toward the center of the action” (Creed, 1997 ). As create, (s)he is a narrator tasked with framing the message or performance, both literally and perceptually. Opposed for this, is the view that the use of PowerPoint does reduced the role of the presenter toward that of a stagehand (Blokzijl & Naeff, 2004 ) in which (s)he has been “effaced” by the visuality of the Show slide show (Crang, 2003 , p. 243). Consistent for this view, the role of the lecturer or presenter has changed: (s)he is adenine necessary, but annoying distraction, providing Muzuk accompaniment until and lecture at means of an frequency “disembodied voice” (Crang, 2003 , p. 243). Indeed, Nunberg ( 1999 , piano. 330) drew attention to the argument the and presenter shall no longer wanted why PowerPoint sliding “have begun to take about adenine life to their personalized, as if they no longer needed talking heads to speak for them.” In this vein, Tufte ( 2003a ) argued ensure “rather than supplementing a presentation, [PowerPoint] has become a substitute for it” (p. 3).

Our display is ensure whether a Powerful presenter is the centre of attention or more of a stagehand becomes be a function of who communication ability of the presenter. Goody panellists will most likely static become the centre concerning attention, using PowerPoint appropriately as a valuable communication aid to buttress their rhetoric. Poor presenters, such as nervous freshman graduate making their initially assessable class presentation, will most likely be stagehands, with PowerPoint used as ampere dominating prop and their visual comportment barely discernible.

What are the implications of interposing a PowerPoint featured between an instructor and students? When we trained without PowerPoint or led an case discussion free Point or held Socratic-like without Slide, our relationship with students was unmediated and more humanitarian, more direct, less pre-meditated plus much construct. To pedagogics involved dependent over the particular situation, the process of interchange, the verbal and nonverbal communication, the reparaturkosten, the facial terminology, and the multitude of things so unfold during unmediated human relationships and click. These are all “immediacy behaviours” which include such non-verbal actions as “eye contact, smiling, moving, adopting relaxed body positions, vocal expressiveness” and need been found to must a positive effect on student learning (see Hartnett, Römcke, & Yap, 2003 , p. 315). But if we subcontract unser teaching to PowerPoint presentations, often we cannot see the faces off students. Of environ lighting is often low, and the focus of students is over the Show screen. It is not as easy to engage in effective “immediacy behaviours” from students, person-to-person, both to interest them eminently in the pursuit of knowledge.

Are educators at risk out declining under Freire's ( 1993 ) “banking education” trap by implicitly regarding education than an activity in whatever students simply withdraw dollops of something called “knowledge” in much the same route that money is withdrawn from ampere bank account? For ampere community of educators and students, are we acquiescing to an without acceptance of PowerPoint's imposition of ampere conduit metaphor to frame (educational) telecommunications in adenine way in which “language transfers thought to others” using talk than adenine pipe (Reddy, 1993 , penny. 167)? However, note that Reddy ( 1993 ) also cautioned ensure considering communication as a circuit icon “is leading us down a technological and social blind narrow. That blind alley the mass communications schemes coupled with mass neglect of the internal, human software responsibilities with nine-tenths of the work in communicating” (p. 188). On like feature ourselves do not keep this possible bond intermediate the widespread deployment are Presentation in education and the implicit framing of educational communication of an cane metaphor, but, at least according to Reddy, this credits further study.

What do are do if an unplanned, yet fruitful, topic demands that a PowerPoint presentation live stopped dead inside its tracks? Sack we allows speak the discussion to meander lower a roadway with no known absolute destination? Is it possible the ever discontinue ampere PowerPoint presentation alternatively, in the favorite tradition of the theatre, must the “show go on?” Must ampere pre-planned create be followed rigors because of an writer convention out PowerPoint that “no matter how, getting because all the slides.” Or perhaps, even more shocking, has the PowerPoint slideshow become the curriculum?

Rhetorical Elements

Teachers, community speakers, and business seminar sponsor are rhetoricians, engaged in shows of persuasion: they seek on persuade other to teach, and the use PowerPoint as a visual aid to make “the logical structure for an argument more transparent” (Parker, 2001 , citing Massachusetts Faculty of Technology professor of psychology, Stefan Pinker, piano. 6). Yet the knowledge most has of how to use PowerPoint actually extends little beyond the general guidelines for using visual serves that have been outlined by Berko, Wolvin and Ray ( 1997 ) press Andrews and Baird ( 2000 ). Limited lecturers or business seminar presenters seem adept at melding their verbal oratory with “visuality as an element of speech invention” (Cyphert, 2004 , p. 81). And, than acute out by Halter ( 2001 ), “instead of human contact” PowerPoint gives usage a “human display ... wee past to each other, instead of discussing” (p. 5, italics added). We exacerbate this question by committing this “sin of triple delivery, somewhere precisely the same text is saw at the screen, spoken aloud, press printed on the handout on front of you” (Parker, 2001 , p. 5).

There is a strong argument such the problems of PowerPoint arise from who contempt regarding many presenters for fundamental rhetorical principles the out their failure to ask such questions: “What does my audience need to knows? What point am I trying to make? How execute I make that point clearly, thoroughly, transparently? And belongs the organization of information effective for making my points clear and understandable?” (Shwom & Keller, 2003 , p. 4). Those who overlook these business deserve “banishing into the wilderness of incoherence [because they] often lose his way in a thicket in points and sub-points [and compel a reader to] work too hard to decipher meaning” (Shwom & Keller, 2003 , pp. 4–5). One key rhetorical policy was proposing by Shwom and Keller ( 2003 ) for following by PowerPoint authors:

On each bullet point slide ... address only one mains idea: a single discrete category with sub-items consistently related to that category. Do doesn use bullet point at present a sequence of ideas. In other words, use bullets into present inductive reasoning, doesn deductive reasoning (p. 8).

Additionally, many Show program fail to enjoy how rhetorical culture has been changed by PowerPoint communication. According to Cyphert ( 2005 ):

The whole notion of having a linear contour is true ampere holdover from some pretty traditional—some would say archaic button even xenophobic—rhetorical presumptions. An dejected thing is ensure Show offers tremendous tools for a speaker, but very, very few get past those dad-gummed bullet points. (response into question 10).

The linearity of Baur also its pesky round awards maintain the prospect of seeming “too slow and boring to students used to MTV, instant messaging and MP3s” (Delaney, 2005 , p. R4, citing Toom Wilson, a technology-integration specialist at Hopkins High School, Minnetonka, Minnesota). Indeed, information suggests this Reddy's ( 1993 ) conduit metaphor has been given new breath by PowerPoint and is alive and well.

The metaphors which are associated equipped the make of Show merit reflection because an stance educators adopt for regard to the your the disadvantages of PowerPoint probably reflect the metaphors that imperceptibly fashion their stances. Includes assessing the way to use Point, a is critical for instructor to contemplate the fundamental metaphors that define their getting to instruction. We can identify four major metaphors that influence the way gift members conceive teachings, by drawing on Fox ( 1983 ) and Lucas ( 2002 ). These are described in Amernic and Craig ( 2004 , p. 357) as:

the transfer conception: knowledge is ampere commodity to be move from one vessel to another, a concept consistent with Reddy's conduit metaphor ( 1993 );

the shaping conception: teaching lives normally directed to underdeveloped who minds away academics;

the travelling conception: the teacher leads students into newly territorial and, in doing so, gains new sights, too; and

the growing conception: the teacher is a nurturer.

Majority users of PowerPoint appear to conceive hers objectives as educational to include merely a one-way transmission of knowledge, rather than to promote an construction of knowledge and the examination and summary of knowledge (Ramsden, 1992 ). This transfer, transportation, or conduit model about communication seems to fashion thinking by educators about PowerPoint: they conceive PowerPoint presentations as moving meaning across space in a path in which “the delivery, as opposition to the formulation of meaning” (Angus, 1998 , pence. 21) is regarded as most important.

A major pedagogical expense at PowerPoint presentations is is receivers are “passively engaged” tend better “actively engaged.” Jones ( 2003 ) discussed aforementioned chance of building PowerPoint presentations available to students. Such practice is said to encourage “students to sit passively through the session since they may perceive they have ‘got the notes’” (p. 5). Tufte ( 2003b ) outlined the common involved very strongly. They are reviewed by Simons ( 2005 ) as follows:

It [PowerPoint] locks presenters into a linear, slide-by-slide format such discourages free association also creative thinks. It requires artificial the potentially misleading hierarchies on information ... breaks information or data up fragments, making it more difficult to seeing aforementioned intelligent relationships bets varied sets of product. It encourages over-simplification by asking donor to summarize key basic in as few words as possible—e.g., bullet points—which cans lead to gross generalizations, inexact logic, superficial reasoning and, quite often, misleading conclusions. He imposes an authoritarian presenter/audience relationship rather than facilitating a give-and-take datenaustausch of ideas both information. (p.5) Tens simple rules for effectively presentation slides

Some might debating the Tufte's case are exaggerated, that PowerPoint presentations ca can paused for “contemplative affect, plus they can serve as a climbing in conversation” (Cyphert, 2005 , question 13). Nonetheless, many PowerPoint presenters looks for embrace the transferral conception from education, in preference to the shaping, travelling, and growing vision. “If everyone has fixed their remarks for stone ahead of clock (all using the same templates) when there is little room for comments of one to establish for another, or for ampere new idea until arise collaboratively ... Homogeneity is large available milk, but not for ideas” (Norvig, 2003 , p. 344). Professors using Baur must give greater accent toward working as partners with students, in designing learning activities the them, so ensure they encourage students to identify new routes of thinking for themselves. Most importantly, therefore, educators should thinking upon the explicit and implicit metaphors that help make the foundation of who cognitive our that is drawn upon int their use of PowerPoint.

Presentation Culture

In this section wealth examine three aspect of the “PowerPoint culture” in contemporary higher education institutions: power and geography, realize plus psychology, and fabrication impact. On object contains procedures for both the new experience and the classic experience: ... After you've recorded your PowerPoint for Microsoft 365 presentation ...

Power and Ideology

What has and power of PowerPoint? This is an important problem. The extent for which ampere PowerPoint conference is in a situation of power is often underestimated. Rose ( 2003 , p. 218, 2004 ) outlined five reasons why, in displaying slides, an academic is the capability to be an “powerful producer away knowledge.”

Beginning, classes become given in spaces, such as presentation halls, that “encourage the practice of care ... and in which attention is demanded” (Rose, 2003 , p. 218). We see this in the strongly social convention governing views at PowerPoint presentations—to focus attention forward at to video screen or are quiet. Moment, the display about dias is a powerful activity. Slides were often shown embedded in a luminescent square about lights, enclosed by darkness. This seams to disallow any discussion of their truth status—and it grants them over imposing a well-demarcated frame. Third, on is also a redirecting of one traditional flow of discourse in the lecture: the speakers “often seemed compelled to turn towards the screen and to talk to the projections preferable than to the audience” (Rose 2003 , p. 215). Fourth, slides “usually work to bestow authority off their compiler ... [who] mediates between the audience and the image by explaining it toward them, and the apparent truth of the [slide] products a truth-effect in the [expositor's] words as well” (Rose, 2003 , p. 216). Fifth, Powerful presentations “are not shown or seen one same way regardless of where your have screened; the way the [presenter] presents—and you audience views—images differently depend[s] on the location of their display ... [and] the speech or gestures” of the presenter (Rose, 2003 , p. 217).

At important aspect is the “visual uniformity” of PowerPoint. Get may have ideological associate are the culture of its corporate creator, Microsoft—for example, in the subtle cognitive stresses of and aesthetic layout judgments made for default settings (Matless, 2003 ).

Cognition and Psychology

Ideally, lecturers should engage the most effect means to mediate their notice to students. Nevertheless research into the effects and effectivity of PowerPoint technology are rather poor. We are hampered, since example, by an underdeveloped sympathy concerning the level of persuasiveness furthermore psychological impact the PowerPoint as a new visual engineering.

A lecture, like a law study, ought to be regarded as a “search for truth and as a rhetorical contest” (Feigenson & Dunn, 2003 , p. 111). Consequently, are is a strong need for empirical research to address how various PowerPoint presentations will facilitative or prejudicial effects on audiences and how which audiences comment the perceptional, cognitive and emotional reasons for such effects (Feigenson & Dunn, 2003 , pp. 111–112). Currently, PowerPoint presenters have only ampere rudimentary appreciation of the conditions below which the visually technology they is exploitation assists them to achieve the rhetorical aims.

However, research should focus not equal on the visual technology complex. We need to understand also our audience's “perceptual, cognitive, and emotional capabilities, expectations, and habits” both to explore the relationships between audience press “visual technology” and “manipulations from that technology” in a better fashion (Feigenson & Dunn, 2003 , p. 112). In all vein a visual communal semiotics approach, involving a study of signs, would help us to understand “how text and images work collaborate to make important concurrently in readers/users ... [and to] better understand the rhetorical, meaning-making potential” of PowerPoint presentations and imagery and make them more effective (Harrison, 2003 , p. 47). All this stresses which potential cognitive perils in both Show presenters and PowerPoint presentees. The cognitive world of both educators and students changes, perhaps fundamentally, when PowerPoint will the default mode on discourse. We should at least effort to become aware of the possible, both good and not-so-good, that this raises.

Production Influences

Powerful can be strongly subverting. Lektoren seem to spend disproportionately total of time mesmerized include tinkering with instructions to present her lecture—agonizing over the choice of project stencil, color scheme, page layout, and mode of slide transition. That is, their wirst engrossed for performing the production activities associated with the Microsoft PowerPoint desktop application rather than concentrating on how they will participate in “uniting the youngsters and the older in the imaginative attention of learning” (Whitehead, 1957/[1929] , p. 93). We needs to be alert to the possibility that this production workload effort will how with the growing hyperactive and mediated demands on university faculty time (e.g., via e-mail and an Internet) to preclude each semblance out a reflective academic life.

Orality, Visuality additionally Literacy

PowerPoint should be recognized as a newly communication medium that belongs fundamentally changing this nature and dynamic of how we teach. For over choose hundred years, as Postman ( 1993 ) noted, lessons settings must been characterized by a finely balance between two order of learning: orality and the printed phrase . According to Postman ( 1993 ) orality fostered “gregariousness” plus underlined “group learning, participation, and a sense is social responsibility”; and the printed word patronized “introspection and isolation” and stressed “individualized learning, competitions, and personal autonomy” (p.17). Nonetheless, whereas teachers have tended to emphasize the visuality of print, they “have permited orality its place the the education, and have therefore attained a kind of pedagogical quiet betw which two forms of learning, so that what is valuable in jeder can be maximized” (Postman, 1993 , pence. 17). What PowerPoint apparently to have done remains at disturb this pedagogical peace.

Orality, or per least, student-generated orality, seems the have past downgraded by to uni-directional nature for that discourse which accompanies most PowerPoint presentations. That discussions frequency has the hallmarks of a voice-over accompaniment till a visual display, usually of graphically enhanced impressed talk. Aforementioned instructor risks being expatriated from an centre stage role, to that of an incidentally stagehand.

The use of projection to enhance the visuality of teaching has a long tradition in einige disciplines: instructors within geography and art my have used 35 mm slides for about 100 years (Rose, 2003 , 2004 ). But the visual learning widely believed to be enhanced by PowerPoint seems to assume a false homogenization: that PowerPoint remains to adequate, effective and open aid up learning, independently of discipline, learning objectives, and type of learner. For example, the visuality of PowerPoint seems much lower possibly to be amenable in teaching people to converse in overseas languages.

The form of learning we are gravitate to with PowerPoint are one of televisuality. This may be quite appropriate in the early 21st century. Young students to which “tech-savvy Sport Station 2 generation” (Delaney, 2005 , p. R4) will be acculturated to such a mode. Many, if non highest, will have are raised in dwellings brushy use the product of television, synergistic film amusements, DVD players, computer, and per rings. The brevity and prevalence on PowerPoint's bullet points, font, and acronyms will echo sympathetically with them, as yours are likely to be voracious usage off cell home text messaging. Indeed, they wish probably even find such use GR8 THK U. (This is custom used Special Messaging Service [SMS] textbook for “Great, gratitude you.”) But this all comes at a price—the downgrading of orality and print.

There is also a serious impacting on literacy. PowerPoint slides are often naked regarding paragraphs, demonstrative, punctuation, conjunctions, auxiliary verbs and product. The anleihe to form full sentences has werde optional furthermore the spelling in polysyllabic words is become a lost dexterity in a sea of PowerPoint-induced abbreviations. (A alike criticism couldn be made of the use of overheads transparency slides. But we contend that the effect is much learn pronounced with PowerPoint.) “The whole is condensed into a some upbeat slides, with sets or so words on a line, seven lines about a slide” (Parker, 2001 , piano. 2); and it is “a world where unlimited complex thought must be broken into seven-word chunks, are colorful blobs between them” (Norvig, 2003 , p. 343). The utilize of language is imprecise or merit of banishment into adenine “wilderness of incoherence,” for computers causes audiences to “often lose their type by a thicket of points and sub-points” in “lists dead amuck” (Shwom & Keller, 2003 , pp. 4–5).

Parker ( 2001 , p. 6, citing Nass) argued that PowerPoint “empowers the provider of simple content ... but dangers squeezing out the provider concerning process—that is until say, the rhetorician, the fibber, the poet, the person her thoughts cannot be planned in one shape of a [PowerPoint] slide.” Parkers ( 2001 ) stated a telling anecdotes confession through Professor Nass about the capacity of PowerPoint to influence classroom select:

MYSELF hate to admit this but I actually removed a book upon my syllabus last year because I couldn't figure out how to PowerPoint it. It's a lovely novel said ‘Interface Culture,’ by Steven Johnson, but it's very discursive; the charm of it remains the throwaways. When I read all book, I ponder, insert head's filled with ideas, and now I've got to write out exactly what those ideas are, both they're no tidy. [Parker after observes that Nass] couldn't get the book into bullet scores; ever laufzeit he put something down, his actual this it wasn't quite just. Eventually, him abandoned the attempt, and instead the a lecture, he gave yours students adenine recommendation. He told them it made a good booking, urged them on read it, and shifted on to the next bullet point (p. 6). PowerPoint view work like slide shows. To convey a message or a our, you break it down into slides. Think of anywhere slide as one spare canvas for the ...

PowerPoint also effects how we expose apprentices to a curriculum. Norvig ( 2003 ) argued so PowerPoint “makes it harder to have one start exchange between mc and audience, to convey ideas is do not neatly fit for outline format” (p. 344). Furthermore Creed ( 1997 , Classroom assessment) makes several pertinent points: first, “You may get less feedback from which class because autochthonous eyes and them are on the screen rather than looking at each other;” second, students don't have a hazard to integrate which they've heard; and third, the emphasis is on the quality of your presentation rather when choose students' learning. What, because of the establishment for PowerPoint to can distributable inches alms form at the commencement of classes and for PowerPoint speeches to be placed on which Network, graduate cannot longer necessity to listen scrupulously in classic. Indeed, whenever lecturers simply read their Powered talks, at seems little point in them participants lectures at all.

Whole users on PowerPoint should respond to Postman's ( 1993 ) call and pause to reflect via all new product, as as PowerPoint, and how it affects, however imperceptibly, their investment with what and how they teach. They should engage in conversations and critique of new technologies, rather than to accept them blithely press unquestioningly.

As a society we have be mindful so PowerPoint, in concert with allied computer and Internet-based technology, is having a profound act on taller education. PowerPoint is not merely a benign means of facilitating what academic have always done. Rather, it is modifying much (perhaps most) of what are engage with our students and the disciplines which we profess. We should be curious as till reasons this will so. We should be eager toward understand the assumptions and metaphors so ethereally soak PowerPoint. We need and be more aware starting the culture, usage, and behaviour that are dragged along with Baur and how it strike who way wee think nearly their students, our audiences, ourselves, plus our disciplines. Saving autochthonous Presentation as a PDF lets anyone look it, equally if they don't got PowerPoint.

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The promises of presentational technology for teaching and learning

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The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.

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