Powerpoint: Interpersonal Communication Paper

1. Introduction
The purpose of this report is to describe the results of why PowerPoint should be incorporated into interpersonal communication lectures at the University of Minnesota. The findings in this report end with a recommendation to the professor of Communication 3402, stating that when PowerPoint is effectively planned and used it can enhance classroom instruction. I have noticed that when class is instructed in Comm. 3402, the message is targeted towards students’ that are auditory learners. For an example, most lectures usually involve you speaking the entirety of class, or you have us form into groups and discuss amongst ourselves. This delivery method is not engaging to students’ that learn visually because, visual learners need
For example, imagine being a teacher, student, or business professional, also imagine it’s a time where PowerPoint is non-existent. Now, imagine that you have a major presentation that is due and that you are responsible for creating visual slides. Does the idea of cutting and gluing graphs and text on to display board sound appealing? This example displays just a small percentage of how essential PowerPoint has been for professionals since its creation. For example, in a sales class at the University of Minnesota, students use PowerPoint to add graphics to supplement their presentations. Another example, statistics professors at the Carlson School of Management use PowerPoint for posting lecture notes and homework.
2. Methods
The information for this recommendation report came from three different types of sources. Most of the sources in this report are peer-reviewed journals. For electronic sources, I searched through reputable school’s websites, lastly, I held interviews with 5 classmates from Comm. 3402. Together, I believe that these three different sources provide information that is necessary to prove my recommendation.
2.1 a. Print Source - The print sources that are used in this report, all originated from Google Scholar. I consulted journals such as Computers and Education; and Technical Writing and Communications and Active Learning In Higher Education to get a sense of
Experiment at Southern University- In an experiment done at a Southern University, four classes in a technical writing course were studied (Amare, N. 2006). There were a total of 84 students in the experiment, two sections of the class were instructed using PowerPoint and two sections were instructed without PowerPoint. The questions that were asked in the survey measured students’ perceptions through open-ended questions. (Table 1) shows the students perception of PowerPoint vs. Traditional lecture, as expected, students from the four sections preferred having PowerPoint in lecture. Students who preferred PowerPoint remarked that they “stay focused more consistently on the visuals of PP,” and they like the ease of printing slides, which allows them to review the material