Students’ Response to Lecture Presentation Designs in Online Learning Environments
Robin Henrikson, Cari Crane, Seattle Pacific University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The asynchronous online learning format for lecture presentation creates a typically one-directional method for providing students with content. Given a need for further investigation into the impact of presentation design on student thinking, we sought to compare differences between students’ responses to discussion prompts when the lecture requires them to stop and write during a presentation compared to when students were not prompted to stop and write. Using an established framework, student responses in discussion forums were categorized into themes. The highest theme found in student discussions were classified as personal. When students were asked to take notes during discussions, the theme of academic jumps from 5.1% to 20.4%. There was a decrease in the theme of professional from 28.1% to 17.9% when students were asked to take notes. A document sentiment analysis was also run that showed no change in student attitudes between the two presentation designs.
Henrikson, R. & Crane, C. (2017). Students’ Response to Lecture Presentation Designs in Online Learning Environments. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 201-209). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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