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Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term

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This paper addresses the effects of access to slide copies during lectures using PowerPoint® for undergraduate students on their learning outcomes depending on the quantity of notes they take and immediate vs. delayed testing. Seventy-one students repeatedly participated in the following six lecture conditions: accessibility to slides (full, partial, and no slide copy) × memory term (immediate and delayed test). Thus, the present study adopted a 3 × 2 within-subjects design with two note-taking covariates (the quantity of words and markers in notes). A mixed-effects model and counterbalancing method were applied to control idiosyncrasies and order effects caused by repeated measurement. The results revealed that accessibility to slide copies and students' note-taking predicted their learning outcomes. The effects of no slide copy were significant in both short- and long-term memory conditions as compared to those of access to full and partial copies. Access to full and partial slide copies did not have significantly different results. However, according to the interaction results between accessibility and memory term, the long-term encoding effect was assumed for the partial slide copy condition. Regarding note-taking variables, students’ performance was considerably impacted by the number of markers but none of the number of words. The findings suggest educational implications for the way slides are prepared and provided and the way students take notes during slide-based lectures from a perspective of writing-to-learn. PDF file can be downloaded for free till June 13, 2018 by clicking the following 'Share Link' https://authors.elsevier.com/a/1WxaK1HucdE8Am
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... Отдельная большая тема, изучавшаяся в контексте когнитивистики, психологии и педагогики, -это мультимедийные презентации, созданные в специальных программах. Как правило, речь идёт о презентациях в формате Microsoft Powerpoint; программы других разработчиков не получили такого широкого распространения, и это название стало нарицательным для мультимедийных презентаций в целом [14][15][16]. ...
... На вопрос о предпочтительном режиме доступа к материалам лекции большинство (97%) высказались за то, чтобы преподаватели предоставляли материалы, из них на 7% больше тех, кто хотел бы получать их до, а не после самой лекции. Полученные данные в целом согласуются с другими исследованиями, хотя некоторые исследователи пришли к иным результатам [16]. Среди ответов фигурировали такие, в которых неэффективность презентаций связывалась с личностью и речевым поведением лектора и с недостаточной живостью и интерактивностью выступления. ...
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Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses at the Moscow State Institute of International Relations (University) of the Russian Ministry of Foreign Affairs in the 2019–2020 academic year. The survey involved 404 respondents. To process the obtained data, we used the Google Forms and Microsoft Office Excel programs, general scientific methods (comparison, generalization), statistical analysis methods, as well as content analysis.The empirical study showed a high level of student satisfaction with the volume and effectiveness of multimedia presentations used in the educational process, and also confirmed the theoretical ideas about the advantages and limitations of linear form presentations that dominate in the educational environment. Critical remarks included design errors, oversaturation of visual material, activity out of sync, and flaws in speaker behavior. Among the new techniques for working with presentation materials, photographing slides was noted. An important observation was the students’ request for self-sufficient visual materials of lectures and access to them.Prospects and opportunities for transforming familiar lectures and the learning environment as a whole were identified taking into account the existing experience of presentations at the university; ways of solving the problems with students’ perception and acquisition of material are proposed and specific recommendations are given for organizing a wide range of classes with visual and interactive components, today these are, first of all, remote online courses (MOOC, e-learning) and new forms of organization classroom activities (“flipped classroom”).
... With regards to these studies, some have shown that making the slides used in class available to students has a positive effect on their subsequent cognitive learning (Austin, Lee, & Carr, 2004;Chen & Lin, 2008;Grabe, Christopherson, & Douglas, 2005). Other studies have shown negative effects, namely, students with access to classroom slides performed worse than students without access to slides (Debevec, Shih, & Kashyap, 2006;Kim, 2018;Weatherly, Grabe, & Arthur, 2003). Finally, a third group of studies found no effects on academic performance (Babb & Ross, 2009;Cravero, 2017;Worthington & Levasseur, 2015;Zdaniuk et al., 2019). ...
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... Note-taking can help learners to plan learning activities and support the extraction of useful information from the learning material (Witherby and Tauber, 2019). Previous research reports that note-taking can enable learners to understand and create knowledge-thereby increasing their learning performance (Kim, 2018;Peverly and Wolf, 2019;Morehead, Dunlosky, Rawson, Blasiman and Hollis, 2019b). A likely reason for this is that note-taking may help learners' focus their attention, which in turn can help them encode the content into long-term memory (Jansen, Lakens and IJsselsteijn, 2017). ...
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