Can PowerPoint Presentations Effectively Replace Textbooks and Blackboards for Teaching Grammar? Do Students Find Them an Effective Learning Tool?

2013 ◽  
Vol 24 (3) ◽  
pp. 631-656 ◽  
Author(s):  
Giselle Corbeil
Keyword(s):  
Learning Tool ◽  
Effective Learning ◽  
Teaching Grammar

scholarly journals Updating PowerPoint for the new Business Classroom

10.28945/4268 ◽  
2019 ◽  
Keyword(s):  
Business Students ◽  
Course Evaluations ◽  
Future Research ◽  
Learning Tool ◽  
Post Secondary ◽  
Effective Learning ◽  
The Us ◽  
Rules Of Thumb ◽  
Business Curricula ◽  
The Relationship

Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.

Constructivism Theory in Technology-Based Learning

2019 ◽  
pp. 268-287
Author(s):  
Lazarus Ndiku Makewa
Keyword(s):  
Learning Process ◽  
Dynamic Process ◽  
Learning Theories ◽  
Active Engagement ◽  
Learning Tool ◽  
Effective Learning ◽  
Technology Knowledge ◽  
Construction Of Knowledge ◽  
Use Of Technology ◽  
Tool Technology

Learning theories are conceptual frameworks describing how knowledge is absorbed, processed, and retained during learning. This chapter will explore constructivism theory and how it determines impact on technology knowledge in instruction. Constructivism theory states that learning occurs when one constructs both mechanisms for learning and his or her own unique version of the knowledge. It states that knowledge must be constructed by the learner. The teacher can only assist the learner to do the construction. The construction of knowledge is a dynamic process that requires the active engagement of the learners who will be responsible for one's learning while the teacher only creates an effective learning environment. As students and teachers make use of technology in the learning process, these skills become necessary and the technology becomes a learning tool. Technology can serve as coaches by locating the problem and allowing for as much rehearsal, practice, and help as necessary to accomplish the task. Technology can enhance the cognitive powers of students.

Cognitive Skills through CALL-Enhanced Teacher Training

2011 ◽  
pp. 158-187 ◽  
Author(s):  
Jane Vinther
Keyword(s):  
Teacher Training ◽  
Language Acquisition ◽  
Learning Environment ◽  
Blended Learning ◽  
Cognitive Skills ◽  
Learning Tool ◽  
Effective Learning ◽  
Language Classroom ◽  
Computer Based

The efficacy of computer-based activities that can incorporate grammar as well as language acquisition is at the centre of debates in CALL and SLA. The concern for this chapter is the integration of CALL in the language classroom in a blended learning environment that includes the acquisition of grammatical content and its effect on language acquisition at a level where the learners are proficient users and communicators. The courseware under investigation was shown to be an effective learning tool for the metalinguistic curriculum and the acquisition of particular English structures, such as tenses and adverbials, but not for morphology. The results give grounds for the conclusion that, if the courseware invites students to apply cognitive skills (rather than mere drills), there will be an effect on language acquisition through the knowledge of grammar.

Gamification and Game-Based Learning

2017 ◽  
Vol 45 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Dimitrios N. Karagiorgas ◽  
Shari Niemann
Keyword(s):  
Serious Games ◽  
Role Playing ◽  
Educational Community ◽  
Game Based Learning ◽  
Learning Tool ◽  
Effective Learning ◽  
Role Playing Games ◽  
Behavioral Requirements ◽  
Massively Multiplayer

In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and serious games. While both methods are used to educate, serious games are meant to provide training and practice without entertaining. Whereas, gamification uses game-like features such as points and similar to serious games are not meant to entertain. This review will provide an overview of gamification and serious games as well as the learning possibilities of noneducational games such as massively multiplayer online role-playing games. Finally, massively multiplayer online role-playing games will be discussed in detail as to whether they can meet the general behavioral requirements of effective learning.

scholarly journals A taste of pathology

2019 ◽  
Vol 39 (9) ◽  
pp. 673-685
Author(s):  
Raquel R. Rech ◽  
Corrie Brown ◽  
Jeann Leal de Araujo ◽  
Claudio S.L. Barros
Keyword(s):  
Adult Learning ◽  
Learning Environment ◽  
Learning Tool ◽  
Veterinary Students ◽  
Effective Learning ◽  
Food Items ◽  
New Concepts ◽  
Veterinary Pathology ◽  
Facilitated Learning ◽  
Considerable Experience

ABSTRACT: Adult learning, or andragogy, provides a novel way of appreciating using food analogies as an effective learning tool in veterinary pathology. Facilitation of adult learning requires that new concepts be presented in a way that draws on the learner’s experience. Because veterinary students will have had considerable experience with a plethora of food items prior to enrolling in a pathology course, food analogies can provide an easy conduit for incorporating key learning concepts regarding veterinary pathology. In this paper, many of these analogies are presented, along with the mechanisms responsible for each of the characteristic lesions, in the hopes that their usefulness in the classroom can be highlighted to create a more engaging and facilitated learning environment.

scholarly journals PEMBELAJARAN PECAHAN BERBASIS PEMECAHAN MASALAH UNTUK MELATIH BERPIKIR KREATIF PADA SISWA KELAS IV SEKOLAH DASAR

2018 ◽  
Vol 4 (1) ◽  
pp. 608
Author(s):  
Ayu Wulandari
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Learning Tool ◽  
Gain Score ◽  
Effective Learning ◽  
School Year ◽  
Minimum Score ◽  
Data Collection Technique ◽  
And Behavior ◽  
D Model

ABSTRACTThis research aims to develop a math learning tool to train grade fourth students to creative thinking. This development research uses 4-D model that is definition, design, and development, while stage of distribution is not executed. Data collection technique uses observation, test, and questionnaire. Subject in this research is grade fourth students of SDI Raden Patah Surabaya school year 2015/2016. Result of validation indicates that the learning tool overall obtains minimum score of 3 with valid category and can be used with a few revision. Teachers’ ability in conducting learning fulfills minimum score of 3 with good performed category. Activity of students overall is in accordance with a determined ideal time and behavior of doing/finishing problem solving is the most dominant behavior. N-Gain Score: 72% of the students is in high category, 28% of the students is in medium category, and none of the students who obtains N-Gain Score in low category. Data of students respond indicates that the majority of the students (79.52%) enjoy learning of problem solving based fraction. Based on the result of the research, as a main base, it can be concluded that the developed learning tool can be stated as a valid, practice, and effective learning tool. Implication of the research that can be drawn is that learning of problem solving based fraction can train the students to creative thinking. The learning tool of problem solving based fraction can be alternative to train the grade fourth students of SDI Raden Patah Surabaya to creative thinking on the topic of fraction. Keywords: Problem Solving, Creative Thinking. ABSTRAK                                                                                          Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Matematika untuk melatih berpikir kreatif siswa kelas IV SD. Penelitian pengembangan ini menggunakan model 4-D yaitu pendefinisian, perancangan, dan pengembangan, sedangkan pada tahap penyebaran tidak dilakukan. Teknik pengumpulan data menggunakan observasi, tes, dan angket. Subjek dalam penelitian ini adalah siswa kelas IV SDI Raden Patah Surabaya Tahun Ajaran 2015/2016. Hasil dari validasi menunjukkan bahwa perangkat pembelajaran secara keseluruhan memperoleh skor minimal 3 dengan kategori valid dan dapat digunakan dengan sedikit revisi. Kemampuan guru dalam melaksanakan pembelajaran memenuhi skor minimal 3 dengan kategori terlaksana dengan baik. Aktivitas siswa secara keseluruhan sesuai dengan kriteria waktu ideal yang ditentukan dan perilaku mengerjakan/menyelesaikan pemecahan masalah adalah perilaku yang paling dominan. N-Gain Score 72% siswa pada kategori tinggi, 28% siswa pada kategori sedang, dan tidak ada siswa yang mendapat N-Gain Score pada kategori rendah. Data respon siswa menunjukkan mayoritas siswa (79,52%) senang terhadap pembelajaran pecahan berbasis pemecahan masalah.Berdasarkan hasil penelitian sebagai dasar utama dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan dapat dinyatakan sebagai perangkat pemebalajaran yang valid, praktis, dan efektif. Implikasi penelitian yang dapat ditarik adalah pembelajaran pecahan berbasis pemecahan masalah dapat melatih keterampilan berpikir kreatif siswa. Perangkat pembelajaran pecahan berbasis pemecahan masalah dapat menjadi alternatif untuk melatih berpikir kreatif siswa kelas IV SD pada topik pecahan. Kata Kunci: Pemecahan Masalah, Berpikir Kreatif.

scholarly journals The Use Of Drama Techniques As An Effective Learning Tool In ELT

2021 ◽  
Vol 03 (05) ◽  
pp. 235-239
Author(s):  
Malika Kholiyor Kizi Khidirova ◽  
◽  
Shakhnoza Burievna Nashirova ◽  
Keyword(s):  
Foreign Language ◽  
Intellectual Development ◽  
Effective Means ◽  
Teaching English ◽  
Social Emotional ◽  
Learning Tool ◽  
Effective Learning ◽  
The Social ◽  
Level Of Training ◽  
Sense Of Satisfaction

Teaching a foreign language by means of drama techniques contributes to the social, emotional, and intellectual development of the student's personality. Also, drama techniques help to increase the motivation of both the student and the teacher. The teacher takes into account the needs and interests of students, has personal approaches to them. Each of the students develops according to their abilities. In the distribution of roles from the play, complex texts are distributed among students with a higher level of training, and simple roles among students with less training. This is not a reason to believe that someone showed better performance and someone played not well. Every role is counted. When a reciprocal feedback arises between the teacher and the student, the work will be more fruitful. Such a creative atmosphere allows the teacher to subtly and imperceptibly educate students, monitor their behavior, and correct it. Consequently, drama techniques creates such conditions when a student wants to listen to a foreign speech, speak a foreign language, when he is carried away and feels a sense of satisfaction from what he is doing and what he can do in a foreign language. The article discusses of use of the drama techniques in teaching English, which acts as an effective means of teaching the language and increasing motivation.

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