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Todd A. Gilson and Jinhong Jung

The present state of higher education is in a period of transition as alternative forms of content dissemination via blended learning and exclusively online class models continue to expand. In addition, traditional universities face increased pressure to deliver content “on-demand” for the learner from an increasing number of nonprofit and for-profit organizations. In this article, key principles for creating and distributing content for online education are discussed. Furthermore, solutions used by the authors in their own teaching are shared as an additional resource for the reader. Finally, the benefits and drawbacks of two widely known software platforms are explored as they relate to the functionality of delivering content online to students.

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Hayley M. Ericksen, Brian Pietrosimone, Phillip A. Gribble, and Abbey C. Thomas

traditional feedback group was shown a PowerPoint (Microsoft Corp, Redmond, WA) presentation explaining the major goals of jump-landing prior to each set of 6 jumps off a 30-cm-high box placed 50% of their height away from the target landing area. In addition to the PowerPoint presentation, participants in

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Hayley M. Ericksen, Caitlin Lefevre, Brittney A. Luc-Harkey, Abbey C. Thomas, Phillip A. Gribble, and Brian Pietrosimone

feedback group were first given instruction prior to the start of the intervention using a PowerPoint presentation (Microsoft Corp, Redmond, WA) and a standardized verbal explanation of the major goals of the jump-landing task (Table  2 ). This PowerPoint presentation was modified from the checklist for

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Dan Goodley

is a taste of what I do (borrowing from Jill). PowerPoint Slide 1 As we learned in Week 1, autism is currently diagnosed based on observed impairments in three areas. PowerPoint Slide 2 “Triad of Impairments” ( Wing, 1981 ) • Language and communication • Social and emotional development

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Emily Dane-Staples

nine active learning techniques listed, one nonactive learning technique (lecture with PowerPoint), and two open-ended options where students could write in other activities that they felt were part of their learning. Gender and Sport had the same number of pedagogical prompts, but five were different

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Chad M. Killian and Amelia Mays Woods

learning. Negative Perceptions Negative student perceptions related to the online content are also reported. A pattern of difficulties emerged related to the preclass, preparatory requirements of the flipped learning approach (i.e., watching videos, viewing PowerPoints, identifying areas of confusion

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Andy Gillentine

potential ethical situations they will be faced with during their careers. The authors also supply a useful instructor’s manual and a test bank with a variety of questions (objective and subjective) for each chapter. A set of basic PowerPoint slides is also available to adopters of this text, which are

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Jaime R. DeLuca and Emily Fornatora

lectures structured via PowerPoint slides, were frequently mentioned as a positive benefit by the students in the focus groups across all four courses. For example, one student survey response mentioned that “Teachers who use PowerPoints suck and are just saying what the book said. I learn so much more

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Chris Croft, John Miller, and Sarah Stokowski

members. The presentation dates and times were communicated to these athletic department members to ensure they could attend the presentations. After confirmation of the dates and times, each group conducted a maximum 20-min PowerPoint presentation, including questions and answers. While the head men

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Neil Maguire, Paul Chesterton, and Cormac Ryan

teaching pain neuroscience at degree and postgraduate degree level. Each session lasted 70 minutes, with approximately 10 minutes preeducation and posteducation allocated to complete the outcome questionnaires. Each education condition was delivered in a didactic lecture-style format, using PowerPoint TM