I honestly think this is related to the ideas in Edward Tufte's "Cognitive Style of Power Point: Pitching Out Corrupts Within" [1]. I've had professors who used PP elegantly, but, anecdotally, their methodology was far different. I'd speculate that PP simply doesn't have the information capacity to truly cover complex material.
If a professor understands this, they can use it effectively as a skeleton of a lecture which persists aiding students' intuition of the hierarchy of the material. If a professor, who may well understand the material, doesn't catch the information dearth of PP, they often only end up presenting a small part of the material.
If a professor understands this, they can use it effectively as a skeleton of a lecture which persists aiding students' intuition of the hierarchy of the material. If a professor, who may well understand the material, doesn't catch the information dearth of PP, they often only end up presenting a small part of the material.
[1] http://www.edwardtufte.com/tufte/books_pp