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

MOspace/Manakin Repository

Breadcrumbs Navigation

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

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/15784

[+] show full item record


Title: An examination of the influence of Powerpoint lectures in higher education upon student assigned reading completion
Author: Mitchell, Thomas M.
Keywords: active learning
assigned reading
instructional mode
learning assessment
Date: 2011
Publisher: University of Missouri--Columbia
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.
URI: http://hdl.handle.net/10355/15784
Other Identifiers: MitchellT-101012-D4962

This item appears in the following Collection(s)

[+] show full item record