In this section, you can see the script of a poster presentation done in the Student Research Showcase held at the City University of Hong Kong in September, 2019. Are there any structural features specific to poster presentations? Where are they located?
In the script, identify the structural features specific to poster presentations by:
(1) highlighting the word(s)/phrase(s)/sentence(s) pertaining to a particular structural feature with the use of your mouse;
(2) annotating the highlighted part(s) in the box(es) that pop out.
The following guiding questions will help you do the analysis along the way:
A. How do you arouse the audience’s interest in your presentation?
B. How should you organize your presentation if your research is done in the form of IMRD?
C. How should you encourage the audience to take a specific action after the presentation?
D. How do you indicate that your presentation is already over?
Finally, you may check your answers by clicking the “Answer” button. The same script will pop up with all the features highlighted. You may then view the annotations of the features by moving the mouse cursor to the highlighted parts one by one.
Students’ habits on the use of electronic devices and views on their learning goals
I remember a mathematics lecturer once asked us, “Why does a student need a laptop?” I didn’t know what to answer at that time, since I didn’t know the value of electronic devices in education. But nowadays, in universities, we usually see students using laptops, Ipads or tablets. But what exactly do the students do with them?
The purpose of this research is to see how students make use of electronic devices in class, and how this affects their academic performance. Our research is based on Bloom's Taxonomy.
For the major findings of the research, it is common to see that students always used electronic devices for non-academic purposes. However, although many students used their devices for leisure, they also used them to search for academic information. At the same time, the teaching style of lecturers was also a factor affecting students’ use of electronic devices. Students generally preferred interesting class activities with a relaxing atmosphere rather than boring lectures in which teachers trying to read notes and PowerPoints. For example, one student mentioned that it was the lecturers’ responsibility to capture the students’ attention. It is also interesting that most students agreed that electronic devices distracted them from focusing in class, while there were also some respondents either remain neutral or disagree with this notion.
The findings of this research project let us know that although using electronic devices may potentially reduce students’ attention in class, as long as students could use their electronic devices properly, the devices may actually bring us benefits. So let’s use electronic devices as much as we can!
Thank you.
Students’ habits on the use of electronic devices and views on their learning goals
I remember a mathematics lecturer once asked us, “Why does a student need a laptop?” I didn’t know what to answer at that time, since I didn’t know the value of electronic devices in education.
Incorporation of an anecdote at the beginning
But nowadays, in universities, we usually see students using laptops, Ipads or tablets. But what exactly do the students do with them?
The purpose of this research is to see how students make use of electronic devices in class, and how this affects their academic performance. Our research is based on Bloom's Taxonomy.
For the major findings of the research, it is common to see that students always used electronic devices for non-academic purposes. However, although many students used their devices for leisure, they also used them to search for academic information. At the same time, the teaching style of lecturers was also a factor affecting students’ use of electronic devices. Students generally preferred interesting class activities with a relaxing atmosphere rather than boring lectures in which teachers trying to read notes and PowerPoints. For example, one student mentioned that it was the lecturers’ responsibility to capture the students’ attention. It is also interesting that most students agreed that electronic devices distracted them from focusing in class, while there were also some respondents either remain neutral or disagree with this notion.
The findings of this research project let us know that although using electronic devices may potentially reduce students’ attention in class, as long as students could use their electronic devices properly, the devices may actually bring us benefits.
So let’s use electronic devices as much as we can!
Use of a call-to-action as a closing remark
Use of IMRD structure (from introduction, methodology, results to discussion)
