Blackboard Presentation Research Articles

Comparative study of blackboard presentation and PowerPoint presentation in student’s seminar

Background: With the advancement of technology young generation i.e. students are friendlier with the electronic media for communication and understanding the concept. While some students still think that the older method such as use of blackboard is the better way for understanding or explains the concept. There are various studies were conducted to understand the perception of students regarding various teaching and learning media in overall curriculum but very few are conducted in students led seminar. Aim and Objectives: To compare the perception of students to the blackboard presentation and to the power point presentation in students led seminar. Material and Methods: A pre-designed, pretested self-administered questionnaire was prepared regarding perception of students on blackboard and PowerPoint presentation in learning process. Total 15 parameters were included in the questionnaire. Results: In this study 54% of students prefer the PowerPoint presentation (PPT) over the blackboard presentation (46%) as the best teaching method in the seminar. With the PPT presentation better demonstrations of clinical conditions and important points can be recalled during summarization of the topic. Blackboard teaching stimulates the interest and more stress on important point is given. Students and presenter’s interaction is better in Blackboard presentation. Conclusion: Our study demonstrates that seminar delivered using PPT was more appreciated and preferred by the students.

Communicating to Learn Multivariable Calculus: Students' Blackboard Presentations as a Means for Enhancing Mathematics Learning

This paper reports observations and reflections from a pedagogic intervention intended to enhance mathematics students' learning of course content in a course in multivariable calculus. The intervention design required students to structure, practice, and deliver an oral presentation that was a synthesis of the teacher's weekly lectures, for the benefit of themselves and their peers. The intervention appears to have incentivized students to engage with and learn mathematics contents in an effective way, and it also helped the mathematics teacher to reflect on, adapt, and develop his teaching strategies. To conclude, it would seem that both students and teachers in mathematics have much to gain from giving students opportunities to develop their own voice in learning contexts otherwise relying on books and lectures.

Teaching and learning educational tool preferences among 1st year dental students in physiology: A cross-sectional questionnaire survey

Background: Evaluation is an important process in teaching and learning strategies, which includes description, collection, and analysis of available tools for their effective outcome. Hence, it is important to understand and adopt the most preferred teaching and learning educational tool to deliver the knowledge efficiently and clearly to the target audience. Aims and Objectives: This study aims to collect and describe the feedback on teaching and learning educational tool preferences among the 1st year dental students in physiology. Materials and Methods: An observational cross-sectional study was done at a Southern single teaching tertiary care dental institution using prevalidated structured questionnaire on the 1st year dental students. The study proposal was approved by the Institutional Review Board and national as well as international guidelines on bioethics were followed throughout the study period. A total of 57 completed and returned questionnaire forms were taken for final data analysis and represented in descriptive statistics. Results: It was revealed that majority of study participants opined as “teaching and learning physiology by powerpoint slide and blackboard presentation” were the very good tools on five-point Likert scale (15.79%). It was also seen that majority of study participants would like to learn physiology through weekly class tests in the form of multiple choice questions (MCQs) (50.88%), case study (56.14%), small group discussions (36.84%), and in more relevance to both clinical and experimental aspects (71.93%). The study also showed that the most interesting topic in physiology was gastrointestinal system and most difficult topic to understand was cardiovascular system. Conclusion: The 1st year dental students prefer to learn physiology by powerpoint and blackboard presentations, case study, and small group discussions, weekly class tests in MCQs format and more relevance to clinical as well as experimental aspects, as the most effective teaching and learning educational tools.

A Case Study of Visual-verbal Relations and Application Principles in China’s College English Classroom

This study seeks to explore relations of visual-verbal modes and figure out application principles in China’s College English Classroom (CEC). It takes data from two files: (1) videos of two excellent CEC teachers; and (2) semi-structured interviews with them, within which it studies four modes in PPT or on blackboard presentation: image, words, dynamic and symbol. Three instruments—Multimodality annotation software ELAN, two-dimensional meaning-making tables and semi-structured interview are employed to facilitate both quantitative and qualitative analyses. The results showed features of frequency, timing and proportion of each mode summarized by ELAN and found out proper collocation of image, words, dynamic and symbol relies on intersemiotic relations, which are revealed as complementary and non-complementary. It further analyzed application principles of four modes under CEC context in China. Except principles of effectiveness, efficiency and appropriate collocation put forward by former studies, it complemented principle of modes’ transference to highlight the necessity to form students’ autonomy of visual-verbal modes.

Multimedia as a means to enhance teaching technical vocabulary to physics undergraduates in Rwanda

This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning in a one-computer classroom in an environment where textbooks and multiple computers are not available. Two groups of students attended a 4-week English-language technical vocabulary course (eight three-hour sessions) taught by two ESP trained science teachers. One group (n=13) was taught using computer-mediated multimedia to present technical vocabulary on-screen. The other group (n=19) received blackboard presentations employing traditional methods to help students internalize the same vocabulary. Post-test scores of the two groups were compared. The results show that the effect of multimedia on the recall of the concepts taught is large (Cohen’s d 0.95).

Can limited time, new learning techniques, and expanding content be reconciled?

Educational techniques in biochemistry and molecular biology are rapidly evolving. In addition to the traditional textbooks and blackboard presentations, we now have PowerPoints, videos, interactive molecular graphics, clicker questions, web‐based bioinformatics exercises, computerized quizzes, and computerized course management systems. Lectures have been supplemented with active learning pedagogies and concept inventories. Simultaneously, biochemical knowledge continues its enormous rate of expansion. Yet, the time available for learning and teaching biochemistry has not changed. How can we integrate these techniques and new knowledge into a course without overwhelming students and faculty alike? We shall discuss ways of approaching this challenge.

Students' preferred teaching techniques for biochemistry in biomedicine and medicine courses

The aim of this study was to investigate the students' preferred teaching techniques, such as traditional blackboard, power-point, or slide-projection, for biochemistry discipline in biomedicine and medicine courses from São Paulo State University, UNESP, Botucatu, São Paulo, Brazil. Preferences for specific topic and teaching techniques were determined from questionnaires on a Liquert scale from 1 to 5 (strongly disagree; disagree; neither agree, nor disagree; agree; strongly agree) distributed at the end of biochemistry discipline to 180 biomedical students (30 students/year) and 540 medical students (90 students/year), during the years 2000-2005. Despite of the different number of hours applied to the course topics for the two groups of students, the majority of undergraduates from biomedicine and medicine preferred metabolic topics. Although the perception of a medical student is expected to be different than that of a biomedical student, as the aims of the two programs are different, 92.4% of students from each course agreed or strongly agreed with the biochemistry topics, and 92.1% thought highly on this subject. The majority of students, a number of 139 undergraduates from biomedicine and 419 from medicine course, preferred traditional blackboard teaching than slide-projection, or power-point class. In conclusion, it is imperative that the health courses reflect on sophisticated technology and data presentation with high density of information in biochemistry discipline. The traditional classes with blackboard presentation were most favored by students from biomedicine and medicine courses. The use of students' preferred teaching techniques might turn biochemistry more easily understood for biomedical and medical students.

A two channel slide method for lecture presentation

The author concludes that for a given lecturing ability, the degree to which educational requirements are fulfilled will be improved by a departure from the traditional blackboard presentation of the visual material of the lecture to a two channel slide presentation. In this way the lecturer, by improving the 'visual' side of his programme, can save much time for a large body of students and therefore cause a net reduction in the total number of man hours spent on the lecture by both teacher and students. Coupling this point to the assumption that a student has only a finite amount of work time, which itself is insufficient to cover the whole course in depth, a reduction in the time spent per topic would result in more material being understood.