Use of Presentations in the Classroom: How Innovative Can It Be?

Use of Presentations in the Classroom: How Innovative Can It Be?

Vassilia Stefanou (The American College of Greece, Greece) and Maira Kotsovoulou (The American College of Greece, Greece)
Copyright: © 2018 |Pages: 14
DOI: 10.4018/978-1-5225-4191-2.ch009
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The use of electronic presentations in the classroom has become a controversial subject, as the innovative educational value of electronic presentation tools such as MS-PowerPoint or Prezi is being questioned. This study uses the participatory research approach to investigate how college instructors feel about the use of PowerPoint presentations when teaching an introductory course of computer information systems. Nine college instructors participated in this research project by exchanging their views through an online discussion forum. The findings revealed that PowerPoint presentations are perceived by instructors as valuable only when combined with other teaching techniques. Moreover, it became evident that the instructors perceived that although students' attention and participation is affected by the use of electronic presentations, their actual performance is not.
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Finn (1994) identified three main features that differentiate participatory research from the other methodologies: people, power, and praxis. Participatory research emphasizes the importance of the involvement of the people-subjects in the whole research process (data collection, analysis, interpretation, etc). This shifts part of the power from the researcher to the participants: they are no longer just the research subjects; instead, they are empowered by their own active participation. The last feature, praxis (act) dictates exactly this active participation: no results can be derived unless the participants-subjects contribute their own input (Sohng, 1996).

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