Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography

This case study details the implementation of task-specific PowerPoint™ presentations for an undergraduate diagnostic radiography module in response to the first COVID-19 lockdown in the United Kingdom. A series of short, focussed learning materials was created over a two-month period to alleviate...

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Autor principal:	James Elliott
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2021
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/cfb2061135854d0bb48031672a2543e3
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spelling	oai:doaj.org-article:cfb2061135854d0bb48031672a2543e32021-11-29T14:02:01ZTask-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography10.47408/jldhe.vi21.6411759-667Xhttps://doaj.org/article/cfb2061135854d0bb48031672a2543e32021-09-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/641https://doaj.org/toc/1759-667X This case study details the implementation of task-specific PowerPoint™ presentations for an undergraduate diagnostic radiography module in response to the first COVID-19 lockdown in the United Kingdom. A series of short, focussed learning materials was created over a two-month period to alleviate student anxieties and improve assessment literacy concerning evidence-based practice and research skills. Alternative file sizes were offered with optional embedded narration for time- or internet-poor students. Statistical tracking on the Blackboard virtual learning environment showed high levels of student interaction, with positive qualitative feedback and satisfactory impact upon assessment outcomes. A correlation between a lack of content usage and poor academic results could be inferred, with three students failing one or both assessments through reduced or absent use. Despite the benefits of weekly additional content, it was not possible to ascertain whether students viewed/listened to downloaded files. Furthermore, instructional presentations may encourage surface learning rather than a deeper comprehension. Recommendations include using video streaming platforms to provide meta-data on student interaction alongside periodic formative assessments for confirmation of comprehension. Lastly, this research recognises remote learning’s potential to alienate students who prefer in-person teaching in a more sociable environment. James ElliottAssociation for Learning Development in Higher Education (ALDinHE)articleTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 21 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 James Elliott Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography
description	This case study details the implementation of task-specific PowerPoint™ presentations for an undergraduate diagnostic radiography module in response to the first COVID-19 lockdown in the United Kingdom. A series of short, focussed learning materials was created over a two-month period to alleviate student anxieties and improve assessment literacy concerning evidence-based practice and research skills. Alternative file sizes were offered with optional embedded narration for time- or internet-poor students. Statistical tracking on the Blackboard virtual learning environment showed high levels of student interaction, with positive qualitative feedback and satisfactory impact upon assessment outcomes. A correlation between a lack of content usage and poor academic results could be inferred, with three students failing one or both assessments through reduced or absent use. Despite the benefits of weekly additional content, it was not possible to ascertain whether students viewed/listened to downloaded files. Furthermore, instructional presentations may encourage surface learning rather than a deeper comprehension. Recommendations include using video streaming platforms to provide meta-data on student interaction alongside periodic formative assessments for confirmation of comprehension. Lastly, this research recognises remote learning’s potential to alienate students who prefer in-person teaching in a more sociable environment.
format	article
author	James Elliott
author_facet	James Elliott
author_sort	James Elliott
title	Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography
title_short	Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography
title_full	Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography
title_fullStr	Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography
title_full_unstemmed	Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography
title_sort	task-specific short powerpoints for effective off-campus learning in diagnostic radiography
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2021
url	https://doaj.org/article/cfb2061135854d0bb48031672a2543e3
work_keys_str_mv	AT jameselliott taskspecificshortpowerpointsforeffectiveoffcampuslearningindiagnosticradiography
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Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography

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