Abstract
The present study investigated the value of changing the format of overhead presentations from one dominated by headings and bulleted lists to one using a sentence assertion followed by visual evidence. A review of the literature of earlier studies on the subject of traditional overhead projections noted criticism of the traditional format. Recent studies showing improved comprehension and higher retention rates when using the revamped style. Additionally, the case study discussed here found improved quality of class discourse and a higher quality of discussions online. By reviewing education theory, the author looks at why students' learning might improve using this new format as the new design moves away from a teacher-centric learning modality to a student-dominated one.
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