Multimedia as a Teaching Tool in Business Communication Course Delivery

1997 ◽  
Vol 60 (2) ◽  
pp. 51-66 ◽  
Author(s):  
David Liu ◽  
Linda Beamer
Keyword(s):  
Software Design ◽  
Business Communication ◽  
Course Delivery ◽  
Teaching Tool ◽  
Multimedia Software ◽  
Communication Course ◽  
Course Content ◽  
Communication Program ◽  
Design Program ◽  
Time Required

The two authors created a multimedia intercultural business communication program. Multimedia is an effective instructional tool because of its ability to capture the attention of the learner and offer interactivity so the learner con trols the learning process. An appeal is made to the learner's imagination. Two constraints are the computer requirements to operate it and the length of time required to learn a multimedia software design program. The course content is described and the seven steps in developing the multimedia hypertext are detailed. The authors recommend the process with advice about what charac teristics the authors of multimedia programs need to develop.

A Comparison of Traditional and Technology-Assisted Instructional Methods in the Business Communication Classroom

2004 ◽  
Vol 67 (4) ◽  
pp. 430-442 ◽  
Author(s):  
Diza Sauers ◽  
Robyn C. Walker
Keyword(s):  
Online Courses ◽  
Business Communication ◽  
Traditional Classroom ◽  
Course Delivery ◽  
Instructional Materials ◽  
Communication Course ◽  
Hybrid Course ◽  
Online Writing Instruction ◽  
Course Management Software ◽  
Online Format

In their study of 261 students enrolled in eight sections of a business communication course, three taught in a traditional classroom setting and the others delivered in a hybrid, half-time online format, the authors found that all students measurably improved their writing skills. On another dimension of interest, however, students in the online hybrid course demonstrated a higher rate of active learning practices in their use of Blackboard course management software. Perhaps most important, online writing instruction yielded as significant levels of measurable improvement in writing as did instruction in a traditional classroom, provided that instructional materials corresponded to the particular needs of the students. These results are encouraging in indicating that online courses may provide the best form of course delivery for certain students and certain communication practices.

Teaching Large Sections of a Business Communication Course

2017 ◽  
Vol 80 (1) ◽  
pp. 114-129
Author(s):  
Carol Wright
Keyword(s):  
Student Learning ◽  
Business Communication ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Face To Face ◽  
Large Sections ◽  
Large Face

The purpose of this research is to examine specific examples of how business communication courses are delivered in large, face-to-face university classes to discover implications of these large courses. This case study reviewed four classes from two different midsized universities whose classes range from 48 to 300 students. Findings suggest that, when faced with the possibility of teaching more students, it is important to understand that pedagogical strategies may need to be adjusted to maintain student learning. These strategies include modifying the course to the lecture/lab structure, limiting the amount of writing, or allowing the instructor to teach fewer courses.

scholarly journals Higher Education Course Content: Paper-Based Online or Hybrid Course Delivery?

10.28945/2794 ◽  
2004 ◽  
Author(s):  
Glen Van Der Vyver ◽  
Michael Lane
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Hybrid Models ◽  
Course Delivery ◽  
Education Programs ◽  
Hybrid Course ◽  
Course Content ◽  
Electronic Delivery

The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.

Improving the ability of qualitative assessments to discriminate student achievement levels

2015 ◽  
Vol 8 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Jeffrey Chi Hoe Mok ◽  
Anita Ann Lee Toh
Keyword(s):  
Student Achievement ◽  
Business Communication ◽  
Assessment Instrument ◽  
Control Group ◽  
Content Type ◽  
Communication Course ◽  
Educational Assessments ◽  
Criterion Referenced ◽  
The One ◽  
Achievement Levels

Purpose – This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students’ varied levels of knowledge and skill mastery in a business communication skills course. Design/methodology/approach – The business communication course in this study involved more than 10 teachers and 350 students each semester. Data were collected from four semesters of assignment grades to compare the distribution of grades in semesters that used blind marking and in the one that did not (the control group). The standard deviations of marks for each assignment were calculated and compared. Findings – Findings show that blind marking contributed to a wider spread of marks. The study concludes that blind marking, when implemented together with criterion-referenced marking rubrics, can improve the ability of qualitative assessments to discriminate student achievement levels. Originality/value – Research in the use of criterion-referenced marking rubrics has revealed that assessing with marking rubrics resulted in a wider range of marks awarded because assessors felt that the rubrics helped them make more objective judgments of students’ work (Kuisma, 1999). By this token, it could be argued that because blind marking allows more objective judgment of students’ work (by reducing rater bias), it seems to reason that marks might be awarded on a wider range of the marking scale. However, current literature on blind marking and grade/mark dispersion has yet to reveal a study on whether blind marking is able to increase the spread of marks, and therefore, indicate that an assessment instrument is effective is discriminating a range of student achievement levels. This paper should add to the current research on higher quality of educational assessments.

scholarly journals Harry Potter and the First Order of Business: Using Simulation to Teach Social Justice and Disability Ethics in Business Communication

2018 ◽  
Vol 81 (1) ◽  
pp. 85-99 ◽  
Author(s):  
Stephanie K. Wheeler
Keyword(s):  
Social Justice ◽  
Business Communication ◽  
Harry Potter ◽  
Professional Communication ◽  
Business Writing ◽  
Communication Course ◽  
Simulation Based ◽  
Excellent Work ◽  
Communication Pedagogy

Despite the excellent work by scholars who invite us to consider disability, social justice, and business and professional communication pedagogy, little attention has been given to what a disability- and social-justice-centered business and professional communication course might look like in design and implementation. This case study offers an example of a simulation based within the Harry Potter universe that emphasizes the ways disability advocacy and civic engagement manifest themselves in foundational business writing theories and practices. This simulation enabled students to engage with social justice issues by understanding access as an essential part of business and professional communication.

Sign in / Sign up

Export Citation Format

Share Document