In this study, I investigate student's opinion of the impact of electronic presentations (PowerPoint) in lectures in undergraduate level compared to chalk and talk which is a traditional and non-electronic approach.
To use chalk and talk and virtual slides (PowerPoint presentation) as teaching methods.
To assess teaching effectiveness of chalk and talk and Microsoft PowerPoint presentation from student's perspective.
of Obstetrics and Gynaecology who had been taught on different topics in the subject of obstetrics and gynaecology by different teachers in the subject by both methods that is some of them employed chalk and talk instructions only and others heavily used computer generated slides (PPT).
Few drawbacks that exist in traditional chalk and talk method of teaching include:
- Traditional chalk and talk method of teaching is one way flow" of giving learning to the students.
Problem-based learning is gradually being accepted in most of the institutions as an instrument to tackle the deficiencies of traditional chalk and talk method of teaching.
My aim was to examine the effect of replacing classroom 'chalk and talk' on educational outcomes of student exam results and student perceptions of teacher effectiveness.
Part 2 - The effect of stopping 'chalk and talk' on student perceptions of teacher effectiveness.
An array of new technologies can be applied in the classroom to replace traditional chalk and talk teaching methods.
During an interview, job candidates dare not say they use the chalk and talk method in the classroom for fear of being judged to be technologically illiterate and/or an inept instructor.
Underlying this new attitude is the largely unquestioned assumption that technology based approaches are superior to chalk and talk, that the latter discourages active learning and encourages passive listening.
One of the major objectives of our study then, is to test whether technology based instruction enhances or impedes student engagement and learning in comparison to the traditional chalk and talk method.
compile 11 chapters in a continuation of William Becker and Watts' Teaching Economics to Undergraduates: Alternatives to Chalk and Talk
, from 1998.
Teachers began to question timetable rigidity, the use of the syllabus as the only curriculum guide, routines, questioning techniques, methods of assessment and their reliance on chalk and talk