General Education Oral Communication Assessment and Student Preferences for Learning: E-textbook versus Paper Textbook

2013 ◽  
Vol 27 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Karen Kangas Dwyer ◽  
Marlina M. Davidson
Keyword(s):  
General Education ◽  
Oral Communication ◽  
Student Preferences ◽  
Communication Assessment

On Understanding Everything: General Education, Liberal Education, and the Study of Religion

PMLA ◽  
2011 ◽  
Vol 126 (2) ◽  
pp. 460-466
Author(s):  
Amy Hollywood
Keyword(s):  
United States ◽  
General Education ◽  
Liberal Education ◽  
Preliminary Report ◽  
Task Force ◽  
Oral Communication ◽  
The United States ◽  
Final Report ◽  
Ethical Life ◽  
Reason And Faith

In October 2006, the Harvard University task force on general education issued a preliminary report describing and justifying a new program of general education for Harvard College. Contending that “[g]eneral education is the public face of liberal education,” the task force enumerated what a person liberally educated in the twenty-first-century United States should know—or, perhaps better, know how to think about in reasoned and nuanced ways (Preliminary Report 3). The report called for seven semester-long courses in “five broad areas of inquiry and experience”: Cultural Traditions and Cultural Change, The Ethical Life, The United States and the World, Reason and Faith, and Science and Technology. In addition, the task force suggested that students be required to take three semester-long courses that “develop critical skills”: writing and oral communication, foreign language, and analytic reasoning (6). Not surprisingly, “Reason and Faith” generated some of the most heated discussion—and it was the first suggested requirement dropped by the task force, replaced in December 2006 by a new category, “What It Means to Be a Human Being.” By the time of the final report, this too was gone, replaced by “Culture and Belief,” an area of inquiry that may include the study of religion but is broader in scope than what was initially proposed (Report of the Task Force 11–12).

scholarly journals Student experience of oral communication assessment tasks online from a multi-disciplinary trial

2016 ◽  
Vol 58 (2) ◽  
pp. 134-149 ◽  
Author(s):  
Bonnie McBain ◽  
Antony Drew ◽  
Carole James ◽  
Liam Phelan ◽  
Keith M Harris ◽  
...  
Keyword(s):  
Learning Styles ◽  
Communication Skills ◽  
Online Survey ◽  
Tertiary Education ◽  
Student Experience ◽  
Oral Communication ◽  
Content Type ◽  
Communication Assessment ◽  
Assessment Tasks ◽  
Oral Communications

Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.

scholarly journals CLASSROOM: VIDEO FOR HOMEWORK

2020 ◽  
Vol 1 (3) ◽  
pp. 46
Author(s):  
Parveen Sarjit Sidhu
Keyword(s):  
Information Technology ◽  
Confidence Level ◽  
English Language ◽  
Oral Communication ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
Communication Assessment ◽  
Assessment Approach ◽  
The Impact

<p>This action research was conducted in order to investigate the students experience and perception towards using the video making assessment approach when presenting their oral communication assessment. This was to see the impact on the students compared to presenting the traditional way in-class. Forty-five (45) respondents undertaking DUE 3012 - Communicative English 2 in Polytechnic Balik Pulau, Information Technology Department, participated in this study. The respondents had to make a video based on Chapter 1- Product and Services whereby it will be evaluated as their oral presentation assessment. A Likert Scale questionnaire was distributed and the data were tabulated using descriptive statistics. The outcome of the study was that the respondents had a positive perception towards this approach and it helped them to build their confidence level to use the English Language. Besides that, the respondents felt that this approach of assessment was successful and beneficial in helping them to understand the chapter better. <strong></strong></p>

Using Multiple Methods in Assessing Oral Communication Skills in the Final Year Project Design Course of an Undergraduate Engineering Program

2012 ◽  
pp. 263-287
Author(s):  
Rohani Othman ◽  
Zubaidah Awang
Keyword(s):  
Communication Skills ◽  
Engineering Students ◽  
Performance Indicator ◽  
Electrical Engineering ◽  
Oral Communication ◽  
Ease Of Use ◽  
Engineering Programs ◽  
Course Assessment ◽  
Communication Assessment ◽  
Multi Method Approach

Engineering education researcher Rogers (2006) proposed that an assessment of engineering programs should use a multi-method approach to maximize validity and reduce the biasness of any one approach. Based on this reason, this study used two methods in the direct assessment of oral communication skills performance outcome of an undergraduate electrical engineering students’ Final Year Project (FYP) design experience. In the first method, the Oral Communication Assessment Rubrics adapted from Norback et al. (2008) was tested for its reliability, consistency in the scores and ease of use. This was to ensure that the results were descriptive of the expected students’ performance (Miller & Olds, 1999). Once faculty rater reliability was achieved and verified, the rubrics were refined and redrafted to obtain inter-rater scores for the assessment of the oral communication skills during the FYPII seminar presentation. Descriptive statistics were used to draw inferences from the inter-rater scores. In the second method, the researcher used the final grades of these students which were obtained from the faculty end-of-course assessment of their FYPII seminar presentation through the use of the faculty Seminar Evaluation Form (SEF). The scores obtained from SEF were reported in the Course Assessment Summary Report (CASR) in the form of the achieved Key Performance Indicator (KPI) of the students in each department in the Electrical Engineering Faculty (FKE).

Formal Classroom Lessons

1997 ◽  
Vol 28 (3) ◽  
pp. 255-273 ◽  
Author(s):  
Janet M. Sturm ◽  
Nickola Wolf Nelson
Keyword(s):  
General Education ◽  
Grade Level ◽  
Oral Communication ◽  
First Grade ◽  
General Education Teachers ◽  
Fifth Grade ◽  
Syntactic Complexity ◽  
Grade Levels ◽  
Communicative Disorders ◽  
Quantitative And Qualitative Methods

Quantitative and qualitative methods were used to analyze the discourse expectations of formal classroom lessons in order to provide an informational base for curriculum-based language intervention. Samples of oral communication exchanges between general education teachers and their students in five classrooms each at first-, third-, and fifth-grade levels (15 total) were audiotaped. Grade level changes included significant increases in the syntactic complexity of teachers' language from third- to fifth-grade level, as well as findings that fifth-grade teachers conveyed content more frequently than first-grade teachers and that first-grade teachers called on students by name more often than either third- or fifth-grade teachers. Ten rules were generated from these discourse samples and from prior research to summarize the expectations that students must infer in order to participate successfully in formal lessons. Implications for students with communicative disorders are considered.

scholarly journals Leadership Styles for Leaders of Governmental Primary Schools and its Relationship with Effective Communication from Female Teachers' standpoint in Jeddah Governorate: الأنماط القيادية لقائدات المدارس الابتدائية الحكومية وعلاقتها بالتواصل الفعال من وجهة نظر المعلمات في محافظة جدة

2020 ◽  
Vol 4 (30) ◽  
Author(s):  
Wafa Omar Ahmed Alghamdi, Muna Khalid Karim, Dalal Omar Al-A
Keyword(s):  
General Education ◽  
Leadership Styles ◽  
School Environment ◽  
Primary Schools ◽  
Correlation Coefficients ◽  
Oral Communication ◽  
Effective Communication ◽  
Point Of View ◽  
Female Teachers ◽  
Academic Qualification

The study aimed to identify the relationship between leadership styles of government primary school leaders in Jeddah Governorate and its relationship with effective communication from the point of view of female teachers. A quantitative, descriptive, analytical approach and questionnaire were used as a study tool, distributed to a sample of (706) female teachers. The result of the study came as follows: The overall instrument obtained an average (3.71 out of 5), with a degree of approval (large) and at the level of styles, the (participatory) democratic styles obtained the highest average (4.03), followed by the autocratic (dictatorial) styles with an average of (3.78), both of which with a degree of practice (large), and finally the chaotic (permissive) style; Average (3.32) and degree of practice (medium). As for the styles of communication, Oral communication obtained the highest average (3.75 out of 5), followed by styles of communication through symbols, movements, and expressions with an average of (3.41), both with a degree of practice (large). It was also shown that there were no statistically significant differences between answers according to the variable of academic qualification, while I found that according to the variable of years of experience (more than 20 years) the average arithmetic higher than other categories of experience. Finally, the correlation coefficients between its were equal (0.814), which is a high positive value and statistically significant function. Based on the results, the researcher presented a set of recommendations, including: The necessity from the Ministry of Education to strengthening the practice of democratic (participatory) style in general education schools, and organizing more training courses and workshops to develop the skills of leaders in The field of participatory leadership, providing more opportunities for female teachers to express opinions and advice, such as participation in developing curricula and the school environment.

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