Students’ Awareness of the Use of Poster, Power Point and Animated Video Presentations: A Case Study of Third Year Students of the Department of English of Batna University
The present study debates students’ perceptions of the
use of technology in learning English as a Foreign Language. Its aim
is to explore and understand students’ preparation and presentation of
Posters, PowerPoint and Animated Videos by drawing attention to
visual and oral elements. The data is collected through observations
and semi-structured interviews and analyzed through
phenomenological data analysis steps. The themes emerged from the
data, visual learning satisfaction in using information and
communication technology, providing structure to oral presentation,
learning from peers’ presentations, draw attention to using Posters,
PowerPoint and Animated Videos as each supports visual learning
and organization of thoughts in oral presentations.
[1] Apperson, J. M., Laws, E. L., &Scepansky, J. A. (2006). The impact of
presentation graphics on students’ experience in the classroom.
Computers and Education, 47(1), 116-126.
[2] Atkins, M. J. (1993). Theories of Learning and multimedia applications:
an overview. Research Papers in Education, 8(2), 251-271.
[3] Bartoletti, R. (2008, July 25). How Good Visual Design Helps Learning.
Retrieved from the connexions Web site:
http://cnx.org/content/m17294/1.4/
[4] Bartsh, R. A., and Cobern, K. M. (2003). Effectiveness of PowerPoint
presentation in lectures. Computers & Education, 41, 77-86.
[5] Celce-Murcia, M. (2001). Teaching English as a Second or Foreign
Language. Heinle&Heinle.
[6] Chanlin, L. J. (2000). Attributes of animation for learning scientific
knowledge. Journal of Instructional Psychology, 27, 228-238.
[7] Daniels, L. (1999). Introducing technology in the classroom. PowerPoint
as a first step. Journal of Computing in Higher Education, 10, 42-56.
[8] Davis, C., & Davis, J. (2005). Using technology to create a sense of
community. English Journal, 94(6), 36-41.
[9] Dinan, S. E. (2000). Technology in the classroom: Microsoft
PowerPoint slide shows. The Sixteenth Century Journal, 31(2), 453-455.
[10] Frey, B. A., &Bimbaum, D. J. (2002). Learners perceptions on the value
of PowerPoint in lectures. Pittsburgh: University of Pittsburg (ERIC
Document Reproduction Service No. ED467192).
[11] Harper, B., Squires, D. and McDougall, A. (2000). Constructivist
Simulations in the Multimedia Age. Journal of Educational Multimedia
and Hypermedia,9(2), 115-130.
[12] Heron, J. (1981). Assessment revisited. In D. Boud (Ed.), Developing
student autonomy in learning. London: Kogan Page.
[13] Hesketh, E. A. & Harden, R. M. (1994). An interactive poster display,
Journal of Audiovisual Media in Medicine, 17, 137-138.
[14] Hlynka, D. & Mason, R. (1998). PowerPoint in the classroom: What is
the point?. Educational Technology, 38, 45-48.
[15] Husserl, E. (1931). Ideas: General Introduction to Pure Phenomenology.
London: George Allan &Unwin.
[16] Jonassen, D. H. (1994). Thinking technology: Toward a constructivist
design model. Educational Technology, 34(3), 34-37.
[17] Jost, N. (2005). Poster presentations and language teaching, JALT2004
Conference Proceedings. Tokyo: JALT.
[18] Kask, S.(2000, January). The implact of using computer presentations
(CAP) on students learning in the microeconomics principles course.
Paper presented at the meeting of the American Economic Association,
Boston.
[19] Kvale, S. (1996). InterViews: An Introduction to Qualitative Research
Interviewing. Thousand Oaks, CA: Sage.
[20] Lowry, R. B. (1999). Electronic presentation of lectures effect upon
student performance. University Chemistry Education, 3, 18-21.
[21] Mantei, E. J. (2000). Using internet class notes and PowerPoint in the
physical geology lecture. Journal of College Science Teaching, 29, 301-
305.
[22] Massaro, D. (1994). Psychological aspects of speech perception:
Handbook of psycholinguistics. New York: Academic Press.
[23] Mayer, R. E. (2001). Multimedia learning. New York: Cambridge
University Press.
[24] McGurk, H. & MacDonald, J. W. (1976). Hearing lips and seeing
voices. Nature, 264, 746-748.
[25] McVarich, J., &Solloway, S. (2002). Self-evaluation: creating a
classroom without unhealthy competitiveness. Educational Forum, 66,
253-260.
[26] Moreno, R. & Meyer, R. E. (2000). A coherence effect in multimedia
learning : the case for minimizing irrelevant sounds in the design of
multimedia instructional messages. Journal of Educational Psychology,
92, 117-125.
[27] Moustakas, C. (1994). Phenomenological Research Methods. Thousand
Oaks, CA: Sage.
[28] Murphy,S. J. (2005). Visual Learning, Children and Math. 63 Books,
Pre-k through Grade 4. Retrieved from http://www.stuartjmurphy.com/
[29] Murray, R, Thow, M., & Strachan, R. (1998). Visual Literacy:
Designing and Presenting a Poster. Physiotherapy, 84(7), 319-327.
[30] Naughton, J. (2003). How PowerPoint can fatally weaken your
argument. Retrieved from http://observer.guardian.co.uk/business/
story/0,6903,1110963,00. Html. Accessed December 06,2009.
[31] Perry, A. E. (2003). PowerPoint Presentations: A creative addition to the
research process. The English Journal, 92(6), 64-69.
[32] Price, C. B. (2008). Unreal PowerPoint: Immersing PowerPoint
presentations in virtual computer game engine world. Computers in
Human Behavior, 24, 2486-2495.
[33] Rankin, E. L. &Hoaas, D. J. (2001). The use of PowerPoint and student
performance. Atlantic Economic Journal, 29, 113.
[34] Rush, K, Merritt-Gray, M. and Noel, J. (1995). The poster assignment:
A connected teaching strategy for increasing student comfort with issues
of sexuality. Nurse Education Today, 15, 298-302.
[35] Schraw, G. (1998). Processing and recall differences among seductive
details. Journal of Educational Psychology, 90, 3-12.
[36] Stein, K. (2006). The Dos and Don’ts of PowerPoint Presentations.
Journal of the American Dietetic Associations, 10, 1745 – 1748.
[37] Susskind,J. E. (2008). Limits of PowerPoint’s Power: Enhancing
students’ self-efficacy and attitudes but not their behavior. Computers &
Education, 50, 1228-1239.
[38] Szabo, A. & Hastings, N. (2000). Using IT in the undergraduate
classroom: should we replace the blackboard with PowerPoint?
Computers and Education, 35, 175-187.
[39] Von Glasserfield, E. (2005). Constructivism: Theory, Perspectives and
Practice, London: Falmer.
[1] Apperson, J. M., Laws, E. L., &Scepansky, J. A. (2006). The impact of
presentation graphics on students’ experience in the classroom.
Computers and Education, 47(1), 116-126.
[2] Atkins, M. J. (1993). Theories of Learning and multimedia applications:
an overview. Research Papers in Education, 8(2), 251-271.
[3] Bartoletti, R. (2008, July 25). How Good Visual Design Helps Learning.
Retrieved from the connexions Web site:
http://cnx.org/content/m17294/1.4/
[4] Bartsh, R. A., and Cobern, K. M. (2003). Effectiveness of PowerPoint
presentation in lectures. Computers & Education, 41, 77-86.
[5] Celce-Murcia, M. (2001). Teaching English as a Second or Foreign
Language. Heinle&Heinle.
[6] Chanlin, L. J. (2000). Attributes of animation for learning scientific
knowledge. Journal of Instructional Psychology, 27, 228-238.
[7] Daniels, L. (1999). Introducing technology in the classroom. PowerPoint
as a first step. Journal of Computing in Higher Education, 10, 42-56.
[8] Davis, C., & Davis, J. (2005). Using technology to create a sense of
community. English Journal, 94(6), 36-41.
[9] Dinan, S. E. (2000). Technology in the classroom: Microsoft
PowerPoint slide shows. The Sixteenth Century Journal, 31(2), 453-455.
[10] Frey, B. A., &Bimbaum, D. J. (2002). Learners perceptions on the value
of PowerPoint in lectures. Pittsburgh: University of Pittsburg (ERIC
Document Reproduction Service No. ED467192).
[11] Harper, B., Squires, D. and McDougall, A. (2000). Constructivist
Simulations in the Multimedia Age. Journal of Educational Multimedia
and Hypermedia,9(2), 115-130.
[12] Heron, J. (1981). Assessment revisited. In D. Boud (Ed.), Developing
student autonomy in learning. London: Kogan Page.
[13] Hesketh, E. A. & Harden, R. M. (1994). An interactive poster display,
Journal of Audiovisual Media in Medicine, 17, 137-138.
[14] Hlynka, D. & Mason, R. (1998). PowerPoint in the classroom: What is
the point?. Educational Technology, 38, 45-48.
[15] Husserl, E. (1931). Ideas: General Introduction to Pure Phenomenology.
London: George Allan &Unwin.
[16] Jonassen, D. H. (1994). Thinking technology: Toward a constructivist
design model. Educational Technology, 34(3), 34-37.
[17] Jost, N. (2005). Poster presentations and language teaching, JALT2004
Conference Proceedings. Tokyo: JALT.
[18] Kask, S.(2000, January). The implact of using computer presentations
(CAP) on students learning in the microeconomics principles course.
Paper presented at the meeting of the American Economic Association,
Boston.
[19] Kvale, S. (1996). InterViews: An Introduction to Qualitative Research
Interviewing. Thousand Oaks, CA: Sage.
[20] Lowry, R. B. (1999). Electronic presentation of lectures effect upon
student performance. University Chemistry Education, 3, 18-21.
[21] Mantei, E. J. (2000). Using internet class notes and PowerPoint in the
physical geology lecture. Journal of College Science Teaching, 29, 301-
305.
[22] Massaro, D. (1994). Psychological aspects of speech perception:
Handbook of psycholinguistics. New York: Academic Press.
[23] Mayer, R. E. (2001). Multimedia learning. New York: Cambridge
University Press.
[24] McGurk, H. & MacDonald, J. W. (1976). Hearing lips and seeing
voices. Nature, 264, 746-748.
[25] McVarich, J., &Solloway, S. (2002). Self-evaluation: creating a
classroom without unhealthy competitiveness. Educational Forum, 66,
253-260.
[26] Moreno, R. & Meyer, R. E. (2000). A coherence effect in multimedia
learning : the case for minimizing irrelevant sounds in the design of
multimedia instructional messages. Journal of Educational Psychology,
92, 117-125.
[27] Moustakas, C. (1994). Phenomenological Research Methods. Thousand
Oaks, CA: Sage.
[28] Murphy,S. J. (2005). Visual Learning, Children and Math. 63 Books,
Pre-k through Grade 4. Retrieved from http://www.stuartjmurphy.com/
[29] Murray, R, Thow, M., & Strachan, R. (1998). Visual Literacy:
Designing and Presenting a Poster. Physiotherapy, 84(7), 319-327.
[30] Naughton, J. (2003). How PowerPoint can fatally weaken your
argument. Retrieved from http://observer.guardian.co.uk/business/
story/0,6903,1110963,00. Html. Accessed December 06,2009.
[31] Perry, A. E. (2003). PowerPoint Presentations: A creative addition to the
research process. The English Journal, 92(6), 64-69.
[32] Price, C. B. (2008). Unreal PowerPoint: Immersing PowerPoint
presentations in virtual computer game engine world. Computers in
Human Behavior, 24, 2486-2495.
[33] Rankin, E. L. &Hoaas, D. J. (2001). The use of PowerPoint and student
performance. Atlantic Economic Journal, 29, 113.
[34] Rush, K, Merritt-Gray, M. and Noel, J. (1995). The poster assignment:
A connected teaching strategy for increasing student comfort with issues
of sexuality. Nurse Education Today, 15, 298-302.
[35] Schraw, G. (1998). Processing and recall differences among seductive
details. Journal of Educational Psychology, 90, 3-12.
[36] Stein, K. (2006). The Dos and Don’ts of PowerPoint Presentations.
Journal of the American Dietetic Associations, 10, 1745 – 1748.
[37] Susskind,J. E. (2008). Limits of PowerPoint’s Power: Enhancing
students’ self-efficacy and attitudes but not their behavior. Computers &
Education, 50, 1228-1239.
[38] Szabo, A. & Hastings, N. (2000). Using IT in the undergraduate
classroom: should we replace the blackboard with PowerPoint?
Computers and Education, 35, 175-187.
[39] Von Glasserfield, E. (2005). Constructivism: Theory, Perspectives and
Practice, London: Falmer.
@article{"International Journal of Business, Human and Social Sciences:68294", author = "Bahloul Amel", title = "Students’ Awareness of the Use of Poster, Power Point and Animated Video Presentations: A Case Study of Third Year Students of the Department of English of Batna University", abstract = "The present study debates students’ perceptions of the
use of technology in learning English as a Foreign Language. Its aim
is to explore and understand students’ preparation and presentation of
Posters, PowerPoint and Animated Videos by drawing attention to
visual and oral elements. The data is collected through observations
and semi-structured interviews and analyzed through
phenomenological data analysis steps. The themes emerged from the
data, visual learning satisfaction in using information and
communication technology, providing structure to oral presentation,
learning from peers’ presentations, draw attention to using Posters,
PowerPoint and Animated Videos as each supports visual learning
and organization of thoughts in oral presentations.
", keywords = "Animated Videos, EFL, Posters, PowerPoint
presentations, Visual Learning.", volume = "8", number = "11", pages = "3542-5", }
