Teaching Appropriate Feedback Reception Skills Using Computer-based Instruction: A Systematic Replication
You can turn PowerPoint into a self-grading tutor that teaches adults to accept feedback without buying new software.
01Research in Context
What this study did
Walker et al. (2021) wrote a how-to guide. They show you how to build a college lesson in PowerPoint that teaches students to accept feedback without arguing.
The slides act like a tiny tutor. Students answer questions, get instant right-or-wrong feedback, and move on only after mastery. No extra software is needed.
What they found
This is a methods paper, so no new data are given. The authors simply lay out the exact steps you can copy.
How this fits with other research
Cummings et al. (2019) did the same PowerPoint trick earlier. They built matching-to-sample tasks for kids with autism. Walker moves the same tool to college students and a new topic—feedback skills.
Davison et al. (1995) ran an actual experiment. College students who had to type constructed answers during a videodisc lesson remembered far more AIDS facts than students who just clicked Next. Walker borrows that constructed-response idea and drops it into cheap PowerPoint slides.
Albright et al. (2015) also taught college students on a computer. They used equivalence-based instruction for statistics and saw big gains on weekly tests. Walker uses programmed-instruction tactics instead, but both studies show college content can live happily inside ordinary software.
Why it matters
If you train staff or supervise students, you can whip up a mini-module tonight. Open PowerPoint, add question slides, use branching for wrong answers, and send the file. Learners get instant feedback, you skip pricey platforms, and you can update the lesson in minutes.
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02At a glance
03Original abstract
The prevalence of distance education utilizing asynchronous instruction has increased in recent years. Asynchronous instruction differs from the more common synchronous instruction in that learners primarily contact the lessons and educational materials on their own rather than with a live instructor. Though not without its limitations, asynchronous instruction offers a variety of advantages that can make instruction more efficient, produce better outcomes, and increase accessibility to a greater variety of learners if created using known principles of effective instructional design. Though many platforms exist for creating asynchronous instruction, these are often accompanied by barriers to their widespread use. A potential cost-effective and flexible alternative to these is Microsoft® PowerPointTM. The present report serves as a guide for creating interactive and responsive asynchronous instructional sequences with PowerPoint for Microsoft 365® using principles and procedures derived from programmed instruction (Skinner, 1968). Ideas for additional response types are also provided, as are the limitations of designing instructional sequences with this software. Previous papers on the use of PowerPoint as an instructional tool have been primarily geared towards instruction for young learners or learners with autism. As such, the present article expands on the use of PowerPoint specifically to higher education.
Journal of Organizational Behavior Management, 2021 · doi:10.1080/01608061.2021.1903647