Effective electronic presentations in synchronous virtual classes:
Design, pedagogy, and tools for higher education
DOI:
https://doi.org/10.51896/rilco.v8i29.1163Keywords:
Electronic presentations, virtual education, pedagogical design, digital toolsAbstract
Electronic presentations are a key resource in synchronous virtual higher education classes, provided they integrate effective pedagogical design and appropriate tools. This presentation explores strategies for creating presentations that foster active learning, content retention, and interaction in virtual environments. It analyzes principles of visual design (hierarchy, minimalism, accessibility) and their alignment with student-centered pedagogical methodologies, such as flipped classroom and collaborative learning. Additionally, the digital tool PowerPoint and its functionalities for dynamizing classes are reviewed, incorporating multimedia, interactivity, and real-time feedback. Good practices are highlighted, such as content segmentation, the use of reflective questions, and the integration of active pauses to maintain attention in virtual settings. The presentation concludes with recommendations for educators: balancing aesthetics and clarity, prioritizing usability over superfluous effects, and adapting presentations to diverse learning styles. The goal is to transform slides into didactic allies that enhance participation and the achievement of competencies in distance higher education.
References
Benson, S. (2021). Digital tools for teaching: Scaffolding learning in the virtual classroom. Educational Technology Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
(Esta es la referencia principal y la edición más citada de su obra seminal).
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
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