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Scott Carlson

Bio: Scott Carlson is an academic researcher. The author has contributed to research in topics: Higher education & The Internet. The author has an hindex of 11, co-authored 48 publications receiving 437 citations.

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Journal ArticleDOI
TL;DR: It is concluded that PowerPoint can be beneficial, but material that is not pertinent to the presentation can be harmful to students' learning.
Abstract: We investigated whether students liked and learned more from PowerPoint presentations than from overhead transparencies. Students were exposed to lectures supported by transparencies and two different types of PowerPoint presentations. At the end of the semester, students preferred PowerPoint presentations but this preference was not found on ratings taken immediately after the lectures. Students performed worse on quizzes when PowerPoint presentations included non-text items such as pictures and sound effects. A second study further examined these findings. In this study participants were shown PowerPoint slides that contained only text, contained text and a relevant picture, and contained text with a picture that was not relevant. Students performed worse on recall and recognition tasks and had greater dislike for slides with pictures that were not relevant. We conclude that PowerPoint can be beneficial, but material that is not pertinent to the presentation can be harmful to students' learning.

398 citations

01 Jan 2006
TL;DR: The use of technology in education and training is far from new, a fact as true in language classrooms as it is in medical schools.
Abstract: In August 2004, Duke University provided free iPods to its entire freshman class (Belanger, 2005). The next month, a Korean education firm offered free downloadable college entrance exam lectures to students who purchased an iRiver personal multimedia player (Kim, 2004). That October, a financial trading firm in Chicago was reportedly assessing the hand-eye coordination of traders’ using GameBoys (Logan, 2004). Yet while such innovative applications abound, the use of technology in education and training is far from new, a fact as true in language classrooms as it is in medical schools.

390 citations

Book ChapterDOI
01 Jan 2010
TL;DR: We live in a time of great change, an increasingly global society, driven by the exponential growth of new knowledge and knitted together by rapidly evolving information and communication technologies as mentioned in this paper, as an everincreasing human population threatens global sustainability; a global, knowledge-driven economy places a new premium on technological workforce skills through outsourcing and offshoring; governments place increasing confidence in market forces to reflect public priorities, even as new paradigms such as open-source software and open-content knowledge and learning challenge conventional free-market philosophies.
Abstract: We live in a time of great change, an increasingly global society, driven by the exponential growth of new knowledge and knitted together by rapidly evolving information and communication technologies. It is a time of challenge and contradiction, as an ever-increasing human population threatens global sustainability; a global, knowledge-driven economy places a new premium on technological workforce skills through phenomena such as outsourcing and offshoring; governments place increasing confidence in market forces to reflect public priorities, even as new paradigms such as open-source software and open-content knowledge and learning challenge conventional free-market philosophies; and shifting geopolitical tensions are driven by the great disparity in wealth and power about the globe, manifested in the current threat to homeland security by terrorism. Yet it is also a time of unusual opportunity and optimism as new technologies not only improve the human condition but also enable the creation and flourishing of new communities and social institutions more capable of addressing the needs of our society

359 citations

Journal ArticleDOI
TL;DR: Lent et al. as mentioned in this paper tested the fit of the social cognitive choice model to the data across gender, educational level, and type of university among students in a variety of computing disciplines.

349 citations

Journal ArticleDOI
TL;DR: In this article, the authors examine the distinct differences between distance education and e-learning in higher education settings and highlight the future trends of "distance education" and "e-learning" in academia.
Abstract: This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia.

338 citations