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Rock the Chalk: A five-year comparative analysis of a large microbiology lecture course reveals improved outcomes of chalk-talk compared to PowerPoint

Christopher M. Waters
doi: https://doi.org/10.1101/644567
Christopher M. Waters
Department of Microbiology and Molecular Genetics, Michigan State University, East Lansing, MI 48824 , 517-884-5360
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  • For correspondence: watersc3@msu.edu watersc3@msu.edu
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Abstract

The rise of electronic assisted presentation programs such as PowerPoint in undergraduate large lecture biology classes has displaced more traditional hand-drawn lectures such as the blackboard or overhead projectors, referred here as “chalk-talk” approaches. But which method is more effective in a large lecture microbiology classroom is unclear. Here I present data from a large microbial genetics lecture course taken during a five-year span comparing PowerPoint to chalk-talk lecturing methods. The results indicate that the chalk-talk approach was preferred by the students and rated higher in all measured metrics including course enjoyment, learning of key concepts, and course outcomes.

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The copyright holder for this preprint is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under a CC-BY-NC-ND 4.0 International license.
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Posted May 27, 2019.
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Rock the Chalk: A five-year comparative analysis of a large microbiology lecture course reveals improved outcomes of chalk-talk compared to PowerPoint
Christopher M. Waters
bioRxiv 644567; doi: https://doi.org/10.1101/644567
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Rock the Chalk: A five-year comparative analysis of a large microbiology lecture course reveals improved outcomes of chalk-talk compared to PowerPoint
Christopher M. Waters
bioRxiv 644567; doi: https://doi.org/10.1101/644567

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