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A Comparative Investigation of Student Learning through PechaKucha Presentations in Online Higher Education

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The purpose of this study was to determine if using student recorded PechaKucha™ 20 × 20 presentations as an assignment in an online classroom yielded equivalent student learning compared to a similar written assignment. Twenty-one (15 women and 6 men) online graduate students participated in a mixed-method study using online surveys with a quasi-experimental design. While it was determined that student learning was similar regardless of assignment type (t(20) = 1.481, p = .154), the study revealed benefits of using recorded PechaKucha presentations, including increased content engagement and increased student enjoyment.
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A Comparative Investigation of Student Learning
through PechaKucha Presentations in Online
Higher Education
James S. Ave
&Devin Beasley
&Amy Brogan
#Springer Nature B.V. 2020
The purpose of this study was to determine if using student recorded PechaKucha20 ×
20 presentations as an assignment in an online classroom yielded equivalent student
learning compared to a similar written assignment. Twenty-one (15 women and 6 men)
online graduate students participated in a mixed-method study using online surveys with
a quasi-experimental design. While it was determined that student learning was similar
regardless of assignment type (t(20) = 1.481, p= .154), the study revealed benefits of
using recorded PechaKucha presentations, including increased content engagement and
increased student enjoyment.
Keywords PechaKucha presentations .Online education .Student learning .Higher education
James S. Ave is Professor and Chair of the Department of Kinesiology at Fresno Pacific University. He earned
his Ph.D. from the University of Southern Mississippi. His interests are strengths-based education, using
technology to enhance student learning, and athletic training professionalism.
Devin Beasley is the Director of Teacher Education at the University of La Verne. He earned his Ed.D. in
Educational Administration from the University of Pacific. His interests include online instruction, curriculum
development in K-12 education, and improving the quality of physical education instruction.
Amy Brogan is Assistant Professor in Kinesiology at Fresno Pacific University. She earned her Ed.D. in
Educational Leadership from California State University, Fresno. Her interests are service-learning in higher
education, non-impact cross training and the effect on athletic performance, and motivation and performance.
*James S. Ave
Devin Beasley
Amy Brogan
Extended author information available on the last page of the article
Innovative Higher Education (2020) 45:373386
Published online: 22May2020
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
... One of the major strengths of our study was that all students were assigned to both conditions. Previous studies asked students to rate their PechaKucha experience with their previous PowerPoint experience (Ave et al., 2020;Warmuth, 2021). On the contrary, in our study, all students used both PowerPoint and PechaKucha presentations which allowed us to examine individual satisfaction and preference between the two presentation methods. ...
Background A deep understanding of pathophysiology is required to provide high-quality nursing care; however, many undergraduate nursing students have difficulty understanding concepts in this field. New pedagogical approaches are required to engage undergraduate nursing students in better methods to understanding pathophysiological concepts. Therefore, we incorporated oral presentation assignments into a bioscience course in which students were instructed to create PechaKucha and PowerPoint presentations to promote learning of diseases. Objectives To assess and compare the satisfaction, academic performance, and preference of nursing students regarding the use of PechaKucha and PowerPoint in a pathophysiology course. Design A quasi-experimental design was used. The setting was a College of Nursing at a public university in Oman. Participants A total of 109 s-year undergraduate nursing students in a convenience sample participated in this study. Methods As part of a graded individual assignment, students had to create two presentations about sickle cell disease and thalassemia, with one using PechaKucha and the other PowerPoint presentation formats. Students' satisfaction level with both methods was assessed using a Visual Analogue Scale, and their academic performance was evaluated using post-quizzes. A self-reported questionnaire was utilized to investigate students' preference for PowerPoint versus PechaKucha. Results The satisfaction level of the students was higher for PowerPoint than for PechaKucha (t(108) = 2.076, p = 0.040). However, students' performance was similar regardless of whether they had used PowerPoint or PechaKucha to prepare their presentations (t(108) = −0.323, p = 0.748). Finally, students who preferred PechaKucha indicated that it helps them to organize content and present concise information, while those who preferred PowerPoint expressed that it helps them apply their creativity. Conclusions The PechaKucha presentation format might be engaging and pleasurable for the audience. However, nursing students were more satisfied with the traditional PowerPoint format when preparing their presentations. Therefore, nursing educators should be cautious when using PechaKucha for students' assignments.
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The objective of this study is to investigate the effect of the Pecha Kucha presentation format on English as foreign language learners’ public speaking anxiety. The participants were 49 students in the English Translation and Interpretation Department of a state university in Turkey. A pre- and post-test experimental research design was used in this study. Students were given a questionnaire as the pre-test prior to the preparation of their presentations and as the post-test immediately following the presentation in the classroom. According to the paired samples statistics, students’ English public speaking anxiety was reduced significantly as a result of their experience using the Pecha Kucha presentation format. It was concluded that this presentation format can be incorporated into the English as a Foreign Language classroom.
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Objective: This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students’ abilities to find, evaluate, and use appropriate evidence for research assignments.Methods: Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.Results: Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.Conclusion: This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.
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Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.
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In computer-assisted language learning (CALL), technological tools are often used both as an end and as a means to an end (Levy&Stockwell, 2006). Microsoft PowerPoint is an example of the latter as it is commonly used in oral presentations in classrooms. However, many student presentations are often boring as students generally read from text-heavy PowerPoint slides. Such presentations do not assist students in developing their oral presentation skills. Pecha Kucha (PK) is an innovative and creative PowerPoint presentation format that can help to overcome this. It features the use of twenty slides containing visuals with minimal text that are presented in twenty seconds. This study reports on the use of the PK presentation format to enhance the development of second language (L2) oral presentation skills among tertiary students at Universiti Sains Malaysia. It was carried out among thirty distant learners who worked in groups to complete a task-based activity using the PK format. Data were gathered from students' focus group interview responses as well as the researcher's observations to inform the impact of this format on the development of presentation skills and the challenges faced in employing it. Findings revealed that while the format is functional in supporting collaborative learning and fostering L2 oral presentation skills, it posed challenges to students with low proficiency levels. To maximise the potential benefits of PK as a CALL strategy, this study, therefore, suggests the inclusion of more pedagogical support and training.
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Recruiters seek candidates with certain business skills that are not developed in the typical lecture-based classroom. Instead, active-learning techniques have been shown to be effective in honing these skills. One skill that is particularly important in sales careers is the ability to make a powerful and effective presentation. To help students develop strong presentation skills, two sections of an undergraduate sales management course included an exercise in which students make a presentation using a Pecha Kucha format. Active-learning exercises like this promote both thinking and doing, and improve student engagement. The expectation is that the exercise will not only improve presentation skills, but also content knowledge. The effectiveness of the format is assessed through instructor observation, pre- and postpresentation student surveys, student reflection papers, and examination.
Student team presentations are commonly utilised in tertiary science courses to help students develop skills in communication, teamwork and literature research, but they are subject to constraints arising from class size, available time, and limited facilities. In an alternative approach, student teams present online using a variety of tools, such as screencast and blended media, but it is not clear whether this offers an authentic alternative to in-class experience. In this study, the two modes of presentation were compared in terms of student perceptions and academic performance. A survey probed students’ familiarity with digital technology, presentation anxiety, and differential perceptions of the two modes. Aside from a confirmation bias, no significant difference was found between those who presented in class and online. In a notable exception, a clear asymmetry appeared when students were asked to choose a mode for a future presentation: none of the online presenters opted for the in-class mode while a third of in-class presenters selected the online mode. Presentation anxiety was similar for in-class and online presenters and was insensitive to gender and familiarity with English. No significant difference was detected between the modes in terms of academic performance.
Pecha Kucha (P-K) is a new presentation technique first used in architecture design and recently used in higher education. P-K is an innovative presentation technique emphasizing a rapid delivery of visual images. The P-K presentation technique uses 20 slides shown for 20 seconds each, resulting in a delivery time of under 7 minutes. P-K offers an innovative instructional strategy for emphasizing images over text for aesthetic storytelling, improving communication skills, affective learning, or opportunities for synthesis of information.
Students often use PowerPoint for presentations. Pecha Kucha was introduced as an alternative type of PowerPoint presentation. Pecha Kucha is a fast-paced presentation style that forces students to focus on their message with automated, 20-second slides. Three studies, including a pilot, examined whether Pecha Kucha enhanced the quality of student presentations as compared to traditional PowerPoint presentations. In a pilot study, students chose their presentation style; those who selected Pecha Kucha had higher quality presentations than did those who used a traditional PowerPoint presentation. When randomly assigned to presentation styles, student presentation quality did not differ. In another experimental study, when students presented using both styles, Pecha Kucha presentations were rated higher than were those using traditional PowerPoint. The results suggest that Pecha Kucha is a new, useful presentation style for students.
Student presentations can often seem like a formality rather than a lesson in representing oneself or group in a professional manner. To improve the quality of group presentations, the authors modified the popular presentation style of Pecha Kucha (20 slides, 20 seconds per slide) for marketing courses to help students prepare and deliver professional business presentations. Data were collected and analyzed from marketing student presentations that used two different presentation styles: the proposed modified Pecha Kucha and traditional PowerPoint presentations. The authors' modified version of Pecha Kucha resulted in higher individual and group assessments along with other key findings relevant to marketing courses.
Purpose – This paper aims to provide an examination of the scholarly literature regarding both the pedagogical and practical aspects of PowerPoint. Design/methodology/approach – The researchers used a post‐test experimental design to determine the effectiveness of a Pecha Kucha presentation when compared to a traditional, untimed PowerPoint‐enhanced lecture. Findings – The results of this literature review and subsequent experimental study suggest that Pecha Kucha can be an effective instructional technique that should be considered for inclusion in the university classroom. Originality/value – Provides an examination of the pedagogical and practical aspects of PowerPoint.