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Access to handouts of presentation slides during lecture: Consequences for learning

Publication ,  Journal Article
Marsh, EJ; Sink, HE
Published in: Applied Cognitive Psychology
July 1, 2010

Teachers often lecture with presentation software such as Microsoft PowerPoint; however, little research has examined the effects of this new technology on learning. One issue that arises is whether or not to give students copies of the lecture slides, and if so when. A survey documented that students prefer to receive lecture slides before class, whereas instructors were less pronounced in their preferences. Two experiments examined whether having handouts of the slides facilitated encoding of science lectures. Having access to handouts of the slides during lecture was associated with a number of benefits: less note-taking (studies 1 and 2), less time needed to prepare for a final test (study 1), and better performance on the final test (study 2). Overall, receiving handouts before lecture helped efficient encoding of the lecture. © 2009 John Wiley & Sons, Ltd.

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Published In

Applied Cognitive Psychology

DOI

EISSN

1099-0720

ISSN

0888-4080

Publication Date

July 1, 2010

Volume

24

Issue

5

Start / End Page

691 / 706

Related Subject Headings

  • Experimental Psychology
  • 5204 Cognitive and computational psychology
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1505 Marketing
 

Citation

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Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24(5), 691–706. https://doi.org/10.1002/acp.1579
Marsh, E. J., and H. E. Sink. “Access to handouts of presentation slides during lecture: Consequences for learning.” Applied Cognitive Psychology 24, no. 5 (July 1, 2010): 691–706. https://doi.org/10.1002/acp.1579.
Marsh EJ, Sink HE. Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology. 2010 Jul 1;24(5):691–706.
Marsh, E. J., and H. E. Sink. “Access to handouts of presentation slides during lecture: Consequences for learning.” Applied Cognitive Psychology, vol. 24, no. 5, July 2010, pp. 691–706. Scopus, doi:10.1002/acp.1579.
Marsh EJ, Sink HE. Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology. 2010 Jul 1;24(5):691–706.
Journal cover image

Published In

Applied Cognitive Psychology

DOI

EISSN

1099-0720

ISSN

0888-4080

Publication Date

July 1, 2010

Volume

24

Issue

5

Start / End Page

691 / 706

Related Subject Headings

  • Experimental Psychology
  • 5204 Cognitive and computational psychology
  • 5201 Applied and developmental psychology
  • 3904 Specialist studies in education
  • 1702 Cognitive Sciences
  • 1701 Psychology
  • 1505 Marketing