An examination of the influence of Powerpoint lectures in higher education upon student assigned reading completion

Abstract

This mixed methods research examined the influence of PowerPoint presentation as a means of delivering content in higher education courses and the influence of this instructional mode on assigned student reading completion. Participants included faculty members and students enrolled in one program discipline area using separate student and faculty member online surveys, two student focus group sessions, a faculty focus group session, and separate student and faculty interview sessions and document analysis to collect data. The study findings revealed several emerging themes: (a) an informational sifting generation, (b) differing faculty philosophies of teaching/learning theory, and (c) co-dependence of student motivation and teacher reflective instruction. Overall the research discovered that reflective use of PowerPoint and other student centered learning perspectives could positively impact assigned reading and other characteristics of active learning in the classroom.