A Research Note Assessing the Benefit of Presentation Software in Two Different Lecture Courses
Bibliographic Data
| ID | 11064698 |
|---|---|
| Authors | Karl R Kunkel (Karl R. Kunkel is professor of sociology and head of the Department of Sociology and Anthropology at Southwest Missouri State University. He teaches various sociology of crime and justice courses using various computer-assisted teaching techniques. Kunkel also teaches online courses at both the graduate and undergraduate levels. His current research involves analysis of contemporary crime control policy and assessment of computer-assisted teaching techniques in various courses., corresponding author) |
| Year | 2004 |
| Volume | 32 |
| Issue | 2 |
| Pages | 188-196 |
| Publication date | 2004-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0092055x0403200204 |
| OpenAlex | W2030142653 |
| Language | EN |
| Citations received | 1 |
| References cited | 23 |
Teaching Sociology recently published several articles dealing with the use of computer-assisted pedagogical techniques. Many authors assess the effectiveness of specific computer-assisted instruction (CAI) forms by examining either student performance (Conklin 1976; Dietz 2002; Lavin 1980; Neapolitan 1989; Raymondo and Garrett 1998) or student course evaluation (Ammarell 2000; Fuller 1998; Hare 1999; Persell 1992; Valentine 2001). Some studies look at both (Dimitrova, Persell, and Maisel 1993; Fischer 1996; Magnuson-Martinson 1995; Pippert and Moore 1999; ReedSanders and Liebowitz 1991; Wilmoth and Wybraniec 1998). Most of these projects compare groups of students, such as course sections, within a specific course. Typically one group uses some form of CAI while the other does not. By not comparing these pedagogical techniques between different courses, previous studies do not focus on the types of courses where the use of CAI is more or less effective. This case study examines two different lecture-based courses comparing the use of a traditional, chalk and talk pedagogy with an approach complementing lecture
Mathematics education · Pedagogy · Presentation (obstetrics · Computer Science · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Online and Blended Learning · Psychology
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Assessing the Introduction of a Computer Laboratory Experience into a Behavioral Science Statistics Course
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Classroom Computerization
Electronic Sex Talk
Bringing PCs into Introductory Sociology Courses
Using the Computer in Introductory Sociology
Sound and Vision
Using Computer Assignments to Promote Active Learning in the Undergraduate Social Problems Course
Recent Changes in Higher Education and Their Ethical Implications
Profits and Pitfalls
Teaching Statistics from the User's Perspective
Predictors of Success in Large Enrollment Introductory Courses
Using and Evaluating Isee, a New Computer Program for Teaching Sampling and Statistical Inference
Can Computer-Assisted Instruction Make a Difference
Using E-Mail to Promote Cross-Cultural Understanding of Families
Multiple Perspectives on Multimedia in the Large Lecture
Enhancing Study Skills in an Introductory Sociology Course
Reducing "Theory Anxiety" through Puzzles
Network Newsgroups as a Teaching Tool in the Social Sciences
Teaching for Mastery
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2012 - 2012 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |