BibTex RIS Kaynak Göster

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Yıl 2013, Cilt: 44 Sayı: 44, - , 01.06.2013

Gülgün Bangir Alpan

Öz

This study set out to explore the extent of the efficiency of the courses in which PowerPoint presentations were used by the instructors. The participants of the study were the 3th grade students (282) at Faculty of Vocational Education, Gazi University. The quantitative data of the study were collected through questionnaire with a 5-point scale and the qualitative data of the study were collected through a semi-structured interview form. Quantitative data were analyzed using % and f, and the qualitative data were content-analyzed.According to the results of the study, the opinions of the students on the efficiency of the courses with PPP center on the unity of the presentations and the conformity to the objectives of the course. On the other hand, their opinions on the inefficiency of the courses with PPP centered around the conduct of the courses solely with PPP and not being supported by other materials, thus being boring. Besides, most of the PPPs prepared irrespective of the principles of design and content. Instructors with efficient PPPs are fewer in number. The opinions of the students suggest that efficient PPPs make learning more lasting.

Anahtar Kelimeler

powerpoint presentations instructional technologies teaching method

Kaynakça

  • Adams, C., (2006). Powerpoint, habits of mind, and classroom culture. J. Curriculum Studies, 38 (4) 389-411
  • Apperson, J. M., Laws E. L., & Scpansky, J.A. (2006). The impact of presentation graphics on students’experience in the classroom. Computer & Education, 47, 116-126
  • Apperson, J.M., Laws E.L., & Scpansky, J.A. (2008). An assessment of student preferences for PowerPoint presentation structure in undergraduate courses. Computer & Education, 50, 148-153
  • Atkinson, C.(2004). Five experts dispute Edward Tufte on PowePoint. Sociable Media., 12.03.2010 tarihinde http:// sociablemedia.com/articles_dispute.htm adresinden alınmıştır.
  • Burke, L. A., Ahmadi, M., & James, K. (2009). Effectiveness of powerpoint-based lectures across different business disciplines: An investigation and implications Journal of Education for Business, 84(4),246-251.
  • Clark, J., (2008). Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures. College Teaching, 56 (1) 39-44
  • Çankaya, F. ve Dinç.E. (2009). PowerPoint ve klasik usulde muhasebe eğitimi alan öğrenciler arasındaki farklılıkların tespiti: Karadeniz Teknik Üniversitesinde bir araştırma. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 17(1), 28-52
  • DenBeste, M.(2003). PowerPoint, Technology and the Web: More than just an overhead projector for the new century? The History Teacher. 36 (4), 491-504
  • Fisher, H. (2003). High-tech statements OK.Arizona Business Gazette, 07.03 2010 tarihinde http://www.azcentral.com/abgnews/articles/0424tech24.html adresinden alınmıştır.
  • Furlong, V. J. & Edwards, A. D. (1993). Language in classroom interaction.In M. Hammersley (Eds.) Controversies in classroom research. Buckingham, Open University Press.
  • Gelişli, Y. (2009). PowerPoint ile yapılan ders sunumlarının etkililiği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 10 (2), 155-168
  • Kaya, Z.(2006). Öğretim teknolojileri ve materyal geliştirme. Ankara, PegemA yayıncılık
  • Kvavik, R.B., Caruso, J.B., & Morgan, G. (2004). ECAR study of students and information technology2004: Convenience connection, and control. Boulder, CO: EDUCAUSE Center for Applied Research. Retrieved March 12, 2010, from http://www.educause.edu/ir/library/pdfers0405/rs/ers0405w.pdf
  • Levassaur, D. G. , & Sawyer, J.K. (2006). Pedagogy meets PowerPoint: A Research Review on the effects of computergenerated slides in the classroom. Review of Communication, 6, 101-123
  • Rickman, J., & Grudzinski, M. (2000). Student Expectation of information technology use in the classroom. Educause Quarterly, 23(1), 24-30.
  • Roehling, P. V. & Trent-Brown, S. (2011). Differential use and benefits of PowerPoint in upper level versus lower level courses. Technology, Pedagogy and Education, 20 (1), 113-124.
  • Savoy, A., Proctor, R. W., & Salvendy, G. (2009). Information retention from Powerpoint and traditional lectures, Computer & Education, 52, 858-867.
  • Suskind, J.E. (2005). Powerpoint’s power in the classroom: Enhancing students’ self efficacy and attitudes. Computer & Education, 45, 203-215.
  • Tang, T. L. P., & Austin, M. J. (2009). Student Perceptions of teaching Technologies, application of Technologies, and academic performance. Computer & Education, 53, 1241-1255.
  • Vallance, M. & Towndrow, P.A., (2007). Towards the ‘informed use’ of information and communication technology in education: a response to Adams’ ‘PowerPoint, habits of mind, and classroom culture’, J. Curriculum Studies, 39 (2) 219-227
  • Yılmazel-Şahin, Y.(2009). A comparison of graduate and undergraduate teacher education students’ perceptions of their instructors’ use of Microsoft PowerPoint. Technology, Pedagogy and Education, 18 (3), 361-380

Powerpoint ile İşlenen Derslere Eleştirel Bir Bakış: Öğrenci Yorumları

Yıl 2013, Cilt: 44 Sayı: 44, - , 01.06.2013

Gülgün Bangir Alpan

Öz

Bu araştırmada öğretim elemanlarının Power Point sunusu ile ders işlemelerinin etkililiği ve etkisizliğine ilişkin öğrenci yorumları belirlenmeye çalışılmıştır. Araştırmanın katılımcıları Gazi Üniversitesi Mesleki Eğitim Fakültesi 3. sınıf öğrencileridir (282). Araştırmanın nicel verileri 5’li dereceleme ölçekli anket formu ile; nitel verileri ise yarı yapılandırılmış görüşme formu ile toplanmıştır. Nicel verilerin analizi için % ve f; nitel verilerin analizi içinse içerik analizi yapılmıştır. Araştırma sonuçlarına göre; PPS ile işlenen derslerin etkililiğine ilişkin öğrenci yorumlarının ağırlığını; öğretim elemanlarının slaytlarında bir bütünlük olması ve slaytlarda dersin amaçlarına yer verilmesi oluşturmaktadır. PPS ile işlenen derslerin etkisizliğine ilişkin yorumlara göre de; öğrencilerce derslerde yoğun olarak PowerPoint sunusu yapılması ve dersin başka yöntemlerle desteklenmemesi sıkıcı bulunmaktadır. Diğer yorumlara göre; PowerPoint slaytlarının çoğu tasarım ilkeleri - ögeleri dikkate alınmadan hazırlanmıştır ve etkili slayt hazırlayan, sunan öğretim üyesi azınlıktadır. Öğrencilere göre etkili hazırlanmış ve etkili sunulan slaytlarla öğrenme kalıcı olmaktadır

Anahtar Kelimeler

powerpoint sunumu öğretim teknolojisi öğretim yöntemi

Kaynakça

  • Adams, C., (2006). Powerpoint, habits of mind, and classroom culture. J. Curriculum Studies, 38 (4) 389-411
  • Apperson, J. M., Laws E. L., & Scpansky, J.A. (2006). The impact of presentation graphics on students’experience in the classroom. Computer & Education, 47, 116-126
  • Apperson, J.M., Laws E.L., & Scpansky, J.A. (2008). An assessment of student preferences for PowerPoint presentation structure in undergraduate courses. Computer & Education, 50, 148-153
  • Atkinson, C.(2004). Five experts dispute Edward Tufte on PowePoint. Sociable Media., 12.03.2010 tarihinde http:// sociablemedia.com/articles_dispute.htm adresinden alınmıştır.
  • Burke, L. A., Ahmadi, M., & James, K. (2009). Effectiveness of powerpoint-based lectures across different business disciplines: An investigation and implications Journal of Education for Business, 84(4),246-251.
  • Clark, J., (2008). Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures. College Teaching, 56 (1) 39-44
  • Çankaya, F. ve Dinç.E. (2009). PowerPoint ve klasik usulde muhasebe eğitimi alan öğrenciler arasındaki farklılıkların tespiti: Karadeniz Teknik Üniversitesinde bir araştırma. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 17(1), 28-52
  • DenBeste, M.(2003). PowerPoint, Technology and the Web: More than just an overhead projector for the new century? The History Teacher. 36 (4), 491-504
  • Fisher, H. (2003). High-tech statements OK.Arizona Business Gazette, 07.03 2010 tarihinde http://www.azcentral.com/abgnews/articles/0424tech24.html adresinden alınmıştır.
  • Furlong, V. J. & Edwards, A. D. (1993). Language in classroom interaction.In M. Hammersley (Eds.) Controversies in classroom research. Buckingham, Open University Press.
  • Gelişli, Y. (2009). PowerPoint ile yapılan ders sunumlarının etkililiği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 10 (2), 155-168
  • Kaya, Z.(2006). Öğretim teknolojileri ve materyal geliştirme. Ankara, PegemA yayıncılık
  • Kvavik, R.B., Caruso, J.B., & Morgan, G. (2004). ECAR study of students and information technology2004: Convenience connection, and control. Boulder, CO: EDUCAUSE Center for Applied Research. Retrieved March 12, 2010, from http://www.educause.edu/ir/library/pdfers0405/rs/ers0405w.pdf
  • Levassaur, D. G. , & Sawyer, J.K. (2006). Pedagogy meets PowerPoint: A Research Review on the effects of computergenerated slides in the classroom. Review of Communication, 6, 101-123
  • Rickman, J., & Grudzinski, M. (2000). Student Expectation of information technology use in the classroom. Educause Quarterly, 23(1), 24-30.
  • Roehling, P. V. & Trent-Brown, S. (2011). Differential use and benefits of PowerPoint in upper level versus lower level courses. Technology, Pedagogy and Education, 20 (1), 113-124.
  • Savoy, A., Proctor, R. W., & Salvendy, G. (2009). Information retention from Powerpoint and traditional lectures, Computer & Education, 52, 858-867.
  • Suskind, J.E. (2005). Powerpoint’s power in the classroom: Enhancing students’ self efficacy and attitudes. Computer & Education, 45, 203-215.
  • Tang, T. L. P., & Austin, M. J. (2009). Student Perceptions of teaching Technologies, application of Technologies, and academic performance. Computer & Education, 53, 1241-1255.
  • Vallance, M. & Towndrow, P.A., (2007). Towards the ‘informed use’ of information and communication technology in education: a response to Adams’ ‘PowerPoint, habits of mind, and classroom culture’, J. Curriculum Studies, 39 (2) 219-227
  • Yılmazel-Şahin, Y.(2009). A comparison of graduate and undergraduate teacher education students’ perceptions of their instructors’ use of Microsoft PowerPoint. Technology, Pedagogy and Education, 18 (3), 361-380
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gülgün Bangir Alpan Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 44 Sayı: 44

Kaynak Göster

APA Alpan, G. B. (2013). Powerpoint ile İşlenen Derslere Eleştirel Bir Bakış: Öğrenci Yorumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44).