The benefits of more electronic screen space on students’ retention of material in classroom lectures

Many lecture halls today have two or more screens to be used by instructors for lectures with computer-supported visual aids. Typically, this additional screen real estate is not used to display additional information; rather a single stream of information is projected on all screens. We describe a controlled laboratory study that empirically assesses the effect on students learning of using the increased classroom screen real estate to project an additional stream of information. We measured how well participants learned from a two-stream presentation compared to a one-stream presentation duplicated on both screens. Data indicate that using extra screen real estate can indeed improve learning. In particular, learning was most improved when pertinent prior information was shown alongside currently explained information. There is also evidence that visual comparisons were improved with parallel viewing using extra screen real estate. Subjective data gathered from participants showed a strong preference for learning with two streams of content over a regular one-stream presentation.     

An assessment of student preferences for PowerPoint presentation structure in undergraduate courses

Studies have demonstrated that students prefer PowerPoint and respond favorably to classes when it is used. Few studies have addressed the physical structure of PowerPoint. In this study, students enrolled in several psychology classes on two campuses completed a 36 item questionnaire regarding their preferences for the use of PowerPoint in the classroom. Students preferred the use of key phrase outlines, pictures and graphs, slides to be built line by line, sounds from popular media or that support the pictures or graphics on the slide, color backgrounds, and to have the lights dimmed. It is recommended that professors pay attention to the physical aspects of PowerPoint slides and handouts to further enhance students’ educational experience.     

Computer games development and appreciative learning approach in enhancing students’ creative perception

Creativity is an important entity in developing human capital while computer games are the current generation’s contemporary tool. This study focused on the teaching of computer games development in order to enhance the creative perception of secondary school children. The study applied randomised subjects, with control group experimental design, which involved 69 Malaysian form one students, aged 13–14 year-old. Different pedagogical strategies were being investigated on the abilities to enhance students’ creative perception. Treatment group adopted appreciative learning approach, which was based on Appreciative Inquiry (AI) theory. Meanwhile, control group adopted self-paced learning, followed by do-it-yourself session. Previous studies indicated that although appreciative learning approach is still in its infancy development, the approach is gaining its momentum in educational settings as it focuses on strengthening a person’s capacities and potential. Students’ creative perception was assessed using Khatena-Torrance Creative Perception Inventory (KTCPI). It was found students in treatment group gained a mean score of 71.82, which was significantly higher at .05 level of significance compared to the mean score of 50.49 exhibited by the control group. Yet, both treatment and control groups showed significant increases in pre-to-post-test scores. Dimensions within KTCPI were further analysed in order to present a better picture of students’ creative perception. As a conclusion, different pedagogical strategy generated different level of creative perception enhancement.     

Automatic classification of activities in classroom discourse

Classroom discourse is the primary medium through which teaching and learning occur. Managed skillfully, it can provide an opportunity for students to develop their understanding and to profit from the ideas of their peers and the teacher. Yet it is difficult for teachers to be mindful of the nature and distribution of classroom discourse at the same time as they juggle other instructional concerns. It is possible to record, transcribe, and analyze classroom discourse, but it is not possible to do this quickly enough to give a teacher timely feedback. We report on the development and validation of an automated system for recording and analyzing aspects of classroom discourse that can result in timely feedback. Based on the LENA system, it aims to identify three common discourse activities: teacher lecturing, whole class discussion and student group work. The system consists of a speech processing module (diarisation performed by the LENA system) and an activity detection module that detects the discourse activities by using classification analysis. Results showed that our automatic detection of discourse activities converged well with those of human coders. The system enables timely and relatively inexpensive generation of a classroom discourse profile, which helps teachers to visualize and potentially improve their classroom discourse management skills.     

The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education

The present study focuses on the design and development of an instructional approach to develop oral presentation skills. The theoretical base builds on the social cognitive perspective, and self-regulated learning. The aim of the study is to investigate whether the design of a multimedia-based instructional format - comprising of a standardised multimedia instruction, practical activities and feedback - will enhance oral presentation skills. In the study, the differential effect of three ‘modes of feedback’ on performance has been researched. The results reveal that oral presentation skills did improve significantly after the instruction. The multimedia nature of the design was favoured by all participants. In contrast, no significant impact of feedback was found. Nevertheless, feedback proved to be a useful process that was highly welcomed by participants.     

Interactivity in the classroom and its impact on learning

The term ‘interactive’ appears in two distinct strands of educational research discourse: one concerning pedagogy and the other concerning new technologies in education. As new technology increasingly pervades most classrooms in the UK, it seems likely that it would be fruitful to explore, both theoretically and empirically, links between the concepts of ‘interactive teaching’ and ‘interactive technology’.     

Limits of PowerPoint’s Power: Enhancing students’ self-efficacy and attitudes but not their behavior

The effects of accompanying lectures with computer-mediated PowerPoint presentations or PowerPoint generated overheads on students’ self-efficacy, attitudes, course performance, and class-related behaviors were examined. Two Introduction to Developmental Psychology sections were initially taught with lectures accompanied by either overheads or computer-mediated presentations. The teaching format was switched halfway through the semester. Students reported higher self-efficacy and more positive attitudes toward the class with computer-mediated presentations. They also claimed that the website was more interesting and useful under these teaching conditions, indicating a halo effect of the computer-mediated presentations. However, the teaching format did not appear to affect course-related behavior, such as performance on exams, class attendance, participation in class discussions, or course website usage.     

Web-supported effective human rights,democracy and citizenship education?

The aim of the study is to investigate the possible effect of web-supported teaching on students' academic achievement in Human Rights, Democracy and Citizenship Education. To examine weather web-supported instruction would make a difference in attainment level of the subjects, a mixed method research design i.e. focus group interview and Solomon-four-group experimental design was employed. Solomon design contains two extra control groups to the experimental design, which serve to reduce the influence of confounding variables and allow researchers to test whether the pre-test itself has an effect on the subjects. An achievement test designed for this study was employed to collect data on dependent measures. After subjecting experimental group students to a 12-week-long web-supported learning, the same test (as post-test) was applied to all control and experiment groups in both universities, 8 in total. The data was analyzed by using t test and one-way ANOVA. There was no statistically significant difference between experimental and control groups in achievement post-test scores.     

Cyber-slacking in the classroom: Potential for digital distraction in the new age

In the modern world of constant connectivity, it is difficult to detach students from technology. Today, we walk into classrooms that are filled with computers and Ethernet plugs. Students are carrying laptops, smartphones, and other devices into classrooms for their learning needs. Although technology in classroom has its benefits, many students constantly succumb to its use during class for non-class related purposes, thereby impacting their learning. This study draws upon the augmented version of the theory of planned behavior, social learning theory and the pedagogical literature to investigate the factors influencing students' attitudes and intentions to use technology during class for non-class related purposes. The hypothesized model was validated by conducting a survey to collect the data and using partial least squares for analysis. The results demonstrate that students' attitudes are influenced by student consumerism, escapism, lack of attention, cyber-slacking anxiety, and distraction by others' cyber-slacking behavior. Further, lack of attention is shaped by intrinsic and extrinsic motivation, class engagement, and apathy towards course material. Theoretical and practical implications of the findings are discussed.     

Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)

The purpose of this study is to describe an integrated pedagogical approach, aimed at advancing preservice teachers' learning on the use of technology and investigate its impact on participants' knowledge (i.e., TPACK) and practice. The integrated approach juxtaposes an educational technology course with methods courses and field experience through careful instructional design. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers' Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses and preservice teacher case narratives reporting on the design and implementation of technology-integrated lessons in a field placement. Finding revealed that participants experienced significant gains in all TPACK constructs. Further, findings indicated that participants applied their knowledge in practice though there was variability in the ways in which knowledge domains were represented in participants' narratives. Findings have implications for teacher education programs and for researchers interested in the development and assessment of preservice teacher knowledge of teaching with technology.     

Computer games development experience and appreciative learning approach for creative process enhancement

Nurturing children into thinking creatively needs to take account of what interest them. Therefore, the study conducted engaged students with computer games development as it corresponded with the young generation’s habits and interests. This was done with the purpose to enhance the creative process experienced by students. It involved 69 Malaysian form one (grade seven) students, aged 13–14 year-old. Appreciative learning approach, which consisted of discover, dream, design and destiny stages, was applied in treatment group whiles control group applied self-paced learning, followed by do-it-yourself session. Findings showed students in treatment group gained accelerated mean score in creative process experienced on the second week and stabilized thereafter for the following weeks. These mean scores were significantly higher than control group, throughout the study. Although students in control group exhibited significantly lower mean scores in creative process, yet these mean scores gradually getting higher and higher each week significantly. As a conclusion, appreciative learning approach contributes significantly on the level of creative process experienced by students. However, creative process experienced did not happen in a clear-cut order of inspiration, clarification, evaluation, distillation, incubation, perspiration (ICEDIP). In addition, it is not true that without appreciative learning approach, students will not experience any creative process. Creative process happens all the time when the mind is active but the level can be accelerated by appropriate pedagogical approach. Caution is warranted, as this article is just part of the action research being carried out in applying appreciative learning approach as a teaching practice in computer games development class.     

Unpacking and repacking the factors affecting students' perceptions of the use of classroom communication systems (CCS) technology

This exploratory study investigated the relationships between students' perceptions of their classroom experiences and instructional and contextual factors involved with the use of Classroom Communication Systems (CCS) technology. A mixed methods approach was employed to examine these relationships using data collected from 931 students enrolled in one public university. Thematic analysis explored students' perceptions of the use of CCS. Three logit models with a sound predictability and model fit were established using logistic sequential regression. These models identified crucial instructional and contextual factors and examined the degree to which each of these factors was associated with student perceptions of classroom experiences with CCS. This study found that positive student perceptions of classroom experience with CCS were closely associated with the use of specific types of questions, formative feedback and assessment approaches, and the pedagogical training of the classroom instructors. These findings elucidate specific aspects of CCS use that are related to how students perceive the effectiveness of this technology, and may ultimately assist instructional designers and faculty developers in designing and implementing CCS to enhance students' classroom experiences.     

Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis

A meta-analysis was performed to synthesize existing research comparing the effects of computer-assisted instruction (CAI) versus traditional instruction (TI) on students’ achievement in Taiwan. Fifty-two studies were located from four sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables selected for this study (i.e., statistical power, and comparison group) had a statistically significant impact on the mean ES.     

Using pedagogical dialogue as a vehicle to encourage faculty technology use

The pace of technology adoption by university faculty is often slow. Slow faculty technology adoption may result from fear of failure, disinterest, or aversion to change. However, in 2007 we experienced a different faculty response while training faculty for technology-enhanced teaching at Butler University. During a technology upgrade of classrooms on our campus, we installed SMART^™ interactive whiteboards and Sympodiums^™ (SMART Technologies), visual presenters and CopyCams^™ (Polyvision/Steelcase). The technology trainers and information technology (IT) department anticipated a lack of faculty interest in training on these technologies. It was posited that faculty would not be interested in learning about these interactive and presentation technologies unless this learning could be connected in some way to their individual teaching interests and responsibilities. A novel, collaborative training model was developed to achieve this goal of placing technology training into a pedagogical context. A multidisciplinary group of faculty, working closely with representatives from IR, served as trainers for this highly successful faculty development effort in which 27% of the university faculty were trained over a three month period. This article details the methods and outcomes of this collaborative training team approach.     

Personalising learning through the use of technology

In March 2005, the Department for Education and Skills published its e-strategy, Harnessing Technology (DfES, 2005, Harnessing technology: Transforming Learning and Children’s Services). Within this, two of its key objectives were: firstly to transform teaching and learning, and help to improve outcomes for children and young people, through shared ideas, more exciting lessons, and online help for professionals. Secondly, to engage ‘hard to reach’ learners, with special needs support, in more motivating ways of learning, and give them more choice about how and when they learn.     

The timing of online lecture slide availability and its effect on attendance, participation, and exam performance

The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) × 2 (course type) between-subjects design, the present study examined lecture slide availability differences in attendance, participation, and exam performance in two courses – Research Methods and Cognitive Development – taught in both the Fall and Winter semesters. For each type of course, lecture slides were made available on the course website before lecture in one semester and after lecture in the other semester. Course material was held constant across semesters. Results showed that mean attendance was higher when slides were available before lecture, but only for the type of course that did not include attendance points as part of students’ final grades. For students who participated in class, participation was more frequent when slides were available before lecture. No significant difference in exam performance was found between lecture slide availability conditions, however. These findings suggest that making lecture slides available to students before lecture may lead to better overall attendance and participation, but exam performance is determined by more than just whether or not students have lecture slides available for their note-taking.     

EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study

This study investigated EFL learners’ online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students’ level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.     

An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom.