2021 Volume 29 Issue 1 Pages 95-101
Objective: This article presents an evaluation of the instructional effectiveness of on-demand poster presentation as an academic practice in class.
Field activity: A total of 136 students, of which 95.6% were female, participated in the study. The participants took a “health promotion in child care,” a compulsory subject for the licensure of child-caregiver and child education teacher. After gathering the information for a specific type of child disease, the participants were asked to summarize the information into a poster and create short video presentations of what they learned. To evaluate the instructional effectiveness of this learning style, the participants’ feedback for the following items were obtained: (1) feedback in terms of this learning style as a presenter, (2) feedback in terms of this learning style as viewer, (3) general good points about this learning style, and (4) difficulty encountered during the process. The topic model by the Latent Dirichlet Allocation was used to extract the instructional effectiveness from the participants’ feedback.
Assessments: The analysis showed that this learning style allows the presenter to add additional explanations to the presentation, to retry recording as needed and to insert visual aids using video editing software. The accessibility of the learning materials is also an advantage. Students can watch at any point of the presentation as frequently as they need to solidify their understanding. This does not only assist in the transfer of knowledge, but it also motivates self-regulated learning.
Future implications: On the other hand, this learning style pose a challenge to future educators. There is a need to ease their anxiety and relax their tension towers the presentation. They also need to provide adequate technical assistance throughout the learning process and to create an enabling environment for interactive communication.
