Narrated PowerPoint Presentations: An Innovative Method of Team-Based Learning Preparation
Judy Currey PhD, Ian Story PhD, Ms Julie Preston MEd, Elizabeth Oldland Grad Dip Adv Nsg, Julie Considine PhD, David Glanville MN
Faculty of Health, Medicine, Nursing and Behavioural Sciences, Deakin University, Melbourne, Australia
The aim in this paper is to discuss requirements to successfully introduce narrated PowerPoint presentations as a preparatory learning component of Team-Based Learning (TBL). An essential aspect of TBL is that the teacher clearly defines the intended learning outcomes of the TBL session and directs students to the educational resources students need to master in order to achieve those outcomes. Such resources commonly include journal articles, sections of texts, or didactic lectures. As part of introducing TBL to the postgraduate critical care nursing program, the preparatory educational resources provided for student learning were modified by replacing the lecture component with online narrated PowerPoint presentations. These online presentations offered the opportunity to enhance student engagement with the intended learning in preparation for TBL sessions.
Students reported a high level of satisfaction with narrated PowerPoint presentations as a replacement of lectures because of the ready access, ability to repeat sections until understanding was achieved and the ability to learn in staged sittings. Students reported that the pre-recorded presentations were superior to other recordings of live lectures they had in other courses. The main disadvantages noted by students were the inability to ask questions to clarify concepts, and sound quality issues in some early presentations. Teacher’s reported that creating lectures in-office was initially a strange experience but technically easy to master. The creation of narrated PowerPoint presentations was time efficient and allowed flexibility to easily modify aspects of the presentation before release or for future re-use. A further advantage for teachers and students was that students spent less time in passive learning allowing more time for TBL.
