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dc.contributor.advisorHutchinson, Sandra L. (Sandra Lynn), 1956-eng
dc.contributor.authorMitchell, Tom (Thomas M.)eng
dc.date.issued2011eng
dc.date.submitted2011 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 19, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Sandy Hutchinsoneng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2011.eng
dc.description"May 2011"eng
dc.description.abstractThis 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.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentxii, 227 pageseng
dc.identifier.oclc872561018eng
dc.identifier.urihttps://doi.org/10.32469/10355/15784eng
dc.identifier.urihttps://hdl.handle.net/10355/15784
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectactive learningeng
dc.subjectassigned readingeng
dc.subjectinstructional modeeng
dc.subjectlearning assessmenteng
dc.titleAn examination of the influence of Powerpoint lectures in higher education upon student assigned reading completioneng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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