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Abstract Detail



Teaching Section

Nepal, Madhav [1].

Effectiveness of Multiple Instructional Delivery Methods in a Large Section Botany Course.

Use of technology in academia has revolutionized instructional pedagogies in higher education, however, whether students learning and retention of knowledge have improved remain to be tested. Effectiveness of PowerPoint lectures was previously studied and PowerPoint lecture with relevant pictures included were shown to have more positive impact on learning than traditional note-taking lectures. In the present study, the effectiveness of various instructional delivery methods (only PowerPoint, audiovisual-integrated PowerPoint, audiovisual-integrated PowerPoint combined with traditional note-taking and only traditional note-taking lectures) on student learning was tested in a large section general botany course. The four instructional delivery methods were alternated one after another for a semester. In order to assess the student learning, pre-tests and posttest quizzes were administered on D2L and graded. Students' instant responses to in-class quizzes were also recorded and analyzed. Majority of students thought use of audiovisual-integrated PowerPoint lecture combined with traditional note-taking was the most effective method among the methods tested. The learning gains were highest for the audiovisual-integrated PowerPoint combined with note-taking lectures and least for only PowerPoint lectures. Different instructional delivery methods and their effectiveness on learning will be discussed in this presentation.

Broader Impacts:


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1 - South Dakota State University, Biology And Microbiology, Northern Plain Biostress Laboratory, Brookings, SD, 57007, USA

Keywords:
Instruction pedagogy
Technology
PowerPoint lecture
Traditional note-taking
Learning gains.

Presentation Type: Oral Paper:Papers for Sections
Session: 2
Location: Marlborough A/Riverside Hilton
Date: Monday, July 29th, 2013
Time: 8:00 AM
Number: 2001
Abstract ID:212
Candidate for Awards:None


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