TEACHING BEYOND SOCRATES: AN EXPERIMENT WITH ICTS FOR AN UNDERGRADUATE COURSE OF BUSINESS ADMINISTRATION AT A UNIVERSITY IN SOUTHERN BRAZIL

This research examined the influence of multimedia presentations on content retention and satisfaction of business administration students when subjected to different didactic standards. For this study we used experimental procedures with 147 undergraduate students of Business Administration at a university in southern Brazil. As for the retention of the contents, statistical differences were found between the experimental groups; classes with dynamic slides showed better results. As for the influences of teaching tools in students' satisfaction, the survey indicated that dynamic slides facilitate the logical and rational development of the discipline and raise students' motivation. Traditional slides, in turn, can disperse the interest of the student and suppress attention to the teacher.

[1]  E. Hardin.  Presentation Software in the College Classroom: Don't Forget the Instructor , 2007 .

[2]  S. Douglas Beets,et al.  Cyber Dimensions: Pedagogical Techniques: Student Performance and Preferences , 2001 .

[3]  Robert A. Bartsch,et al.  Effectiveness of PowerPoint presentations in lectures , 2003, Comput. Educ..

[4]  Nicolas Scelles,et al.  Music during lectures: Will students learn better? , 2012 .

[5]  Erwin J. Mantei,et al.  Using Internet Class Notes and PowerPoint in the Physical Geology Lecture. , 2000 .

[6]  K. Menzel,et al.  Variations in learning, motivation, and perceived immediacy between live and distance education classrooms , 2001 .

[7]  James E. Gotsick,et al.  Multimedia in the classroom , 1996 .

[8]  Jon Rickman,et al.  Student Expectations of Information Technology Use in the Classroom , 2000 .

[9]  Urmee Tania.  RESEARCH PROJECT , 2003 .

[10]  Ricardo Engelbert,et al.  A INSTITUCIONALIZAÇÃO DO USO DE RECURSOS ÁUDIOVISUAIS EM SALA DE AULA , 2010 .

[11]  Edward R. Tufte,et al.  The Cognitive Style of PowerPoint: Pitching Out Corrupts Within , 2003 .

[12]  C. Beard,et al.  Towards a theory of e-Learning :experiential e-Learning , 2007 .

[13]  M. Seaman.  Developing Visual Displays for Lecture-Based Courses , 1998 .

[14]  Feza Orhan,et al.  Prospective teachers’ opinions on the value of PowerPoint presentations in lecturing , 2010 .

[15]  J. Beatty.  Behavioral research. , 1994, The Canadian journal of oncology.

[16]  S. Douglas Beets,et al.  Pedagogical Techniques: Student Performance and Preferences. , 2001 .

[17]  Jennifer M. Apperson,et al.  An assessment of student preferences for PowerPoint presentation structure in undergraduate courses , 2008, Comput. Educ..

[18]  Hossein Nouri,et al.  The Effect of Powerpoint Presentations on Student Learning and Attitudes , 2005 .

[19]  Roque Moraes,et al.  Analise de conteudo , 1999 .

[20]  J. Holzl.  Twelve Tips for Effective PowerPoint Presentations for the Technologically Challenged , 1997 .

[21]  Michelle DenBeste.  Power Point, Technology and the Web: More Than Just an Overhead Projector for the New Century? , 2003 .

[22]  R. Mayer,et al.  Verbal redundancy in multimedia learning: When reading helps listening , 2002 .

[23]  Yiannis Gabriel.  Against the Tyranny of PowerPoint: Technology-in-Use and Technology Abuse , 2008 .

[24]  D. Leutner,et al.  Instructional animation versus static pictures: A meta-analysis , 2007 .

[25]  Joshua E. Susskind.  Limits of PowerPoint's Power: Enhancing students' self-efficacy and attitudes but not their behavior , 2008, Comput. Educ..

[26]  Jennifer M. Apperson,et al.  The impact of presentation graphics on students' experience in the classroom , 2006, Comput. Educ..

[27]  Holly M. Hutchins,et al.  Powerful or Pointless? Faculty Versus Student Perceptions of PowerPoint Use in Business Education , 2006 .

[28]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[29]  Zane K. Quible,et al.  Maximizing the Effectiveness of Electronic Presentations , 2002 .

[30]  D. Morgan.  Focus groups for qualitative research. , 1988, Hospital guest relations report.

[31]  Margaret J. Robertson,et al.  Design and Analysis of Experiments , 2006, Handbook of statistics.

[32]  Gavriel Salvendy,et al.  Information retention from PowerPointTM and traditional lectures , 2009, Comput. Educ..

[33]  Attila Szabó,et al.  Using IT in the undergraduate classroom: should we replace the blackboard with PowerPoint? , 2000, Comput. Educ..

[34]  R. Berk.  How to Create “Thriller” PowerPoints® in the Classroom! , 2012 .

[35]  Philipp Niemann,et al.  Visualizing science: the reception of powerpoint presentations , 2012 .

[36]  F. Kerlinger.  Behavioral Research: A Conceptual Approach , 1978 .

[37]  Christof Wecker,et al.  Slide presentations as speech suppressors: When and why learners miss oral information , 2012, Comput. Educ..

[38]  Presentation and reporting of results. , 1997, Occupational medicine.

[39]  Elizabeth Boling,et al.  Screen Design Guidelines for Motivation in Interactive Multimedia Instruction: A Survey and Framework for Designers , 1999 .

[40]  R. Mayer,et al.  Nine Ways to Reduce Cognitive Load in Multimedia Learning , 2003 .

[41]  Jennifer Clark.  Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures , 2008 .