Abstract
Purpose: Test whether how professors represent the learning process (understanding-oriented or recall-oriented) is connected to the evaluation procedures and to the use of teaching technology. Design/methodology: 63 students produced 315 records referred to the compulsory courses belonging to the second year of the Medicine grade. The hypothesis states that those courses that use a multiple choice evaluation procedure and verbose slides will be more recall-oriented than those using other evaluation procedures. Findings: Results show that courses that are more oriented to recall make a larger use of PowerPoint technology, predominating verbal slides, and students have a poorer academic achievement and a lower self-perception of learning. Limitations: Further studies should encompass a wider sample of courses, years and grades. Originality/value: Hitherto no study has considered simultaneously the incidence of learning self-perception, evaluation procedures and the use of PowerPoint technology.
Original language | English |
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Pages (from-to) | 302-318 |
Journal | Intangible Capital |
Volume | 13 |
DOIs | |
Publication status | Published - 1 Jan 2017 |
Keywords
- Assessment procedures
- Recall
- Teaching technology
- Understanding