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First published on July 17, 2008, doi:10.1177/1080569908317151

Business Communication Quarterly 2008;71:277.

A more recent version of this article appeared on September 1, 2008

Article

PowerPoint-Based Lectures in Business Education: An Empirical Investigation of Student-Perceived Novelty and Effectiveness

Lisa A. Burke* and Karen E. James

* To whom correspondence should be addressed. E-mail: lisa-burke{at}utc.edu.


  Abstract
The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students’ self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT’s impact on cognitive learning and classroom interaction. Students’ views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.


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