A Comparative Investigation of Student Learning through PechaKucha Presentations in Online Higher Education
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A Comparative Investigation of Student Learning through PechaKucha Presentations in Online Higher Education James S. Ave 1 & Devin Beasley 2 & Amy Brogan 1
# Springer Nature B.V. 2020
Abstract
The purpose of this study was to determine if using student recorded PechaKucha™ 20 × 20 presentations as an assignment in an online classroom yielded equivalent student learning compared to a similar written assignment. Twenty-one (15 women and 6 men) online graduate students participated in a mixed-method study using online surveys with a quasi-experimental design. While it was determined that student learning was similar regardless of assignment type (t(20) = 1.481, p = .154), the study revealed benefits of using recorded PechaKucha presentations, including increased content engagement and increased student enjoyment. Keywords PechaKucha presentations . Online education . Student learning . Higher education
James S. Ave is Professor and Chair of the Department of Kinesiology at Fresno Pacific University. He earned his Ph.D. from the University of Southern Mississippi. His interests are strengths-based education, using technology to enhance student learning, and athletic training professionalism. Devin Beasley is the Director of Teacher Education at the University of La Verne. He earned his Ed.D. in Educational Administration from the University of Pacific. His interests include online instruction, curriculum development in K-12 education, and improving the quality of physical education instruction. Amy Brogan is Assistant Professor in Kinesiology at Fresno Pacific University. She earned her Ed.D. in Educational Leadership from California State University, Fresno. Her interests are service-learning in higher education, non-impact cross training and the effect on athletic performance, and motivation and performance.
* James S. Ave [email protected] Devin Beasley [email protected] Amy Brogan [email protected] Extended author information available on the last page of the article
Innovative Higher Education
Across academia, professors focus not only on creating quality presentations to convey information to students but also view them as an optimal way to engage students and to promote learning (Klentzin, Paladino, Johnston, & Devine, 2010). For over 20 years the traditional format for in-class and online presentations by both faculty members and students has been in slideware programs such as Microsoft PowerPoint™, which has led to a discussion of whether this is the best presentation format or if it is used primarily due to familiarity (Beyer, 2011). Instructors have students present information during the semester for a variety of reasons, including to increase oral communication skills, practice information organization, and present to and learn from peers (Beyer, 2011; Beyer, Gaze, & Lazicki, 2013). One challenge of the traditional slideware format is the frequent inclination of presenters to read directly from the slides without engaging with the audience and without any need for the audience to engage wit
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