Multimedia information and learning
Journal of Educational Multimedia and Hypermedia
Interface design principles for interactive multimedia
Telematics and Informatics - Special issue: multimedia technologies, systems and applications
Beyond the media: knowledge level interaction and guided integration for CBL systems
CAL '97 Selected papers from the CAL 97 Symposium on Symposium
Navigational interface design for multimedia courseware
Journal of Educational Multimedia and Hypermedia
Web Style Guide: Basic Design Principles for Creating Web Sites
Web Style Guide: Basic Design Principles for Creating Web Sites
Business Week Guide to Multimedia Presentations
Business Week Guide to Multimedia Presentations
PowerPoint's power in the classroom: enhancing students' self-efficacy and attitudes
Computers & Education
Using multimedia and Web3D to enhance anatomy teaching
Computers & Education
iTunes University and the classroom: Can podcasts replace Professors?
Computers & Education
Information retention from PowerPoint™ and traditional lectures
Computers & Education
Why having in-person lectures when e-learning and podcasts are available?
Proceedings of the 14th Western Canadian Conference on Computing Education
Podcasting by synchronising PowerPoint and voice: What are the pedagogical benefits?
Computers & Education
Psychosocial predictors of the use of enhanced podcasting in student learning
Computers in Human Behavior
Establishing videoconferencing infrastructure in R. Macedonia
ITHET'10 Proceedings of the 9th international conference on Information technology based higher education and training
Review: Exploring the use of video podcasts in education: A comprehensive review of the literature
Computers in Human Behavior
Slide presentations as speech suppressors: When and why learners miss oral information
Computers & Education
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The purpose of this study was to consider the efficacy and popularity of ''Virtual Lectures'' (text-based, structured electronic courseware with information presented in manageable ''chunks'', interaction and multimedia) and ''e-Lectures'' (on-screen synchrony of PowerPoint slides and recorded voice) as alternatives to traditional lectures. We considered how three modes of delivery compare when increasingly deeper forms of learning are assessed and also student reaction to electronic delivery. Fifty-eight students in three groups took three topics of a human genetics module, one in each delivery style. Results indicated no overall greater efficacy of either delivery style when all question types were taken into account but significantly different delivery-specific results depending on which level of Bloom's taxonomy was assessed. That is, overall, questions assessing knowledge consistently achieved the highest marks followed by analysis, comprehension, evaluation and application. Students receiving traditional lectures scored significantly lower marks for comprehension questions. Students receiving Virtual Lectures scored high for knowledge, comprehension and application but significantly lower for analysis and evaluation questions. The e-Lectures scored high for knowledge questions and were the median for all question types except application. Questionnaire analysis revealed a preference for traditional lectures over computer-based but nevertheless an appreciation of the advantages offered by them.