Student and instructor perceptions of the efficacy of computer-aided lectures in undergraduate university courses

Student and instructor perceptions of the effectiveness of computer-aided presentations in a lecture-oriented undergraduate course were investigated in a quasi-experimental design. Control group students received traditional lecture presentations covering two topics, separated by one week. The experimental group received the traditional lecture presentation for the first topic, and viewed the computer-aided presentation for the second. Between-group comparisons of student perceptions of the level of quality of both presentations were conducted as well as testing within group changes across the two presentations. Results indicate that students found the computer-aided presentations to be superior to regular class instruction in the following areas: 1) flow, organization, and clarity of the presented information; 2) ease in following the presentation; 3) preparation of instructor; 4) ability to pay attention; and 5) level of interest of the material. Open-ended interviews revealed that instructors considered the computerized presentations useful and worthy of continued use, however cited various conditions that would need to be met to begin to use this technique regularly. Such conditions included access to materials, extra time for preparation, and training on the equipment. The results support the integration of computer-aided presentations in courses using the lecture method, provided basic logistic conditions can be satisfied.