scholarly journals Integrating Facebook as a Web 2.0 Tool in a Responsive Pedagogy for Multimodal Oral Presentation Skills

2021 ◽  
Vol 21 (3) ◽  
pp. 103-124
Author(s):  
Sze Seau Lee ◽  
Hazita Azman
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Oral Presentation ◽  
Conceptual Knowledge ◽  
English For Academic Purposes ◽  
Alternative Methods ◽  
Self Awareness ◽  
Multiple Sources ◽  
Teacher Researcher ◽  
Oral Presentations

Technology both complicates and liberates oral presentation pedagogy in higher education. On one hand, 21st century communication realities require students to deliver multimodal oral presentations but educators have only begun to experiment with the relevant pedagogy. On the other hand, Web 2.0 offers vast pedagogical potential which practitioners have just begun to explore. Confronted by a pedagogical predicament and intrigued by the affordances of Web 2.0, we designed the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to enhance the learning of multimodal oral presentation skills among EAP (English for Academic Purposes) students. RMO2P integrated Facebook as a Web 2.0 tool with videos, collaborative learning and feedback. A teacher-researcher implemented RMO2P in a public speaking class of 20 EAP students for a semester. Thematic analysis of multiple sources of data which included student artifacts, observational data and inquiry data contributed to the findings. The findings indicated that Facebook was a feasible Web 2.0 tool that can be effectively integrated with other pedagogical techniques. As a result, the participants demonstrated enhanced conceptual knowledge and heightened self-awareness as presenters of multimodal oral presentations. Since Facebook was integrated as a Web 2.0 tool in a responsive method for multimodal oral presentation skills to overcome situational constraints including inadequate learning management systems (LMS), stakeholders who are seeking alternative methods to enhance the teaching of oral presentation skills may adapt the intervention to enhance learning outcomes. Keywords Facebook; multimodal oral presentation skills; pedagogy; higher education; Web 2.0

Introducing a Responsive Multimodal Oral Presentation Pedagogy: Integrating TED Videos with Web 2.0, Collaborative Learning and Teacher Feedback

RELC Journal ◽  
2020 ◽  
pp. 003368822094542
Author(s):  
Lee Sze Seau ◽  
Hazita Azman
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Oral Presentation ◽  
Conceptual Knowledge ◽  
Teacher Feedback ◽  
Learning Needs ◽  
Active Engagement ◽  
Esl Students ◽  
English As Second Language ◽  
Oral Presentations

This article introduces a classroom innovation, which was developed based on the principles of multiliteracies and scaffolding to enhance the mastery of multimodal skills of oral presentations among tertiary English as Second Language (ESL) students. The innovation, named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P), was designed to systematically scaffold learning through the integration of TED (Technology, Education and Design) videos with Web 2.0, collaborative learning and teacher feedback. RMO2P aims to disrupt conventional ways of teaching by transforming the prevailing passiveness among ESL students during classroom learning into active engagement. This article explicates the rationale underpinning the responsive pedagogy and describes the five learning phases, which were developed based on the pedagogical principles and students’ learning needs, and complemented the designated textbook. Classroom data revealed enhanced conceptual knowledge, engaged interests and improved oral presentation skills among the students after one semester of implementation. Hence, the findings affirm the potential of RMO2P as an innovation that can be adopted or adapted for the teaching of oral presentation skills in similar ESL contexts.

Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning

2017 ◽  
Vol 21 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Art Tsang
Keyword(s):  
Higher Education ◽  
Oral Presentation ◽  
Classroom Discussion ◽  
Job Interviews ◽  
Self Regulated Learning ◽  
Raising Awareness ◽  
Regulated Learning ◽  
Oral Presentations

Oral presentations, activities often assessed and also a means by which learning could take place, are commonplace in higher education. General (delivery) skills in presentations are particularly useful beyond university such as in job interviews and communication with clients and colleagues in the workplace. However, little has been in place to equip learners with these vital skills. It is this very gap that motivated the research described in this article, which aimed at raising awareness of oral presentation (delivery) skills in the context of self-regulated learning. This article also reports on and discusses a compilation of an inventory of presentation skills and how learners’ awareness was raised through classroom discussion and the inventory. The implications of this article are relevant to all stakeholders in higher education.

STUDENTS’ PERCEPTION OF PEER EVALUATION IN ORAL PRESENTATION AT THE UNIVERSITY OF INDONESIA

2019 ◽  
Author(s):  
Herland Franley Manalu
Keyword(s):  
Oral Presentation ◽  
Peer Assessment ◽  
Evaluation Process ◽  
English For Academic Purposes ◽  
Peer Evaluation ◽  
Spss Software ◽  
Students Attitudes ◽  
Strongly Agree ◽  
The University ◽  
Oral Presentations

This study aims at examining students’ perception of peer evaluation in a group oral presentation by English for Academic Purposes (EAP) students at the University of Indonesia. Questionnaires were administered after the peer evaluation process to 65 students studying EAP taught at the University of Indonesia. The peer assessment was incorporated into the course to seek out whether and to what extent their speaking skills may enhance and to investigate students’ attitudes towards this form of evaluation in oral presentations. Data were obtained through a Likert scale questionnaire of peer evaluation. Data were analyzed using SPSS Software. The results specified a statistically significant result of the use of peer evaluation in oral presentation. The findings of the present study suggest that, when assessment criteria are definitely established, peer assessment empowers students to evaluate the performance of their peers in a manner comparable to those of the teachers. The responses from the questionnaires show that the evaluation and comments given by students were considered fair, useful and sufficient. Results also suggest that students strongly agree to the use of this methodology because comments and evaluations given are useful for making improvements. Nevertheless, the students preferred teachers to peers to evaluate their performance in the discussion and they wanted to get more instructive comments from the teachers. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess. The teacher’s possible roles in peer evaluation are presented at the conclusion of this study.

Incorporating Drama into EFL Oral Presentations

2016 ◽  
Vol 5 (1) ◽  
pp. 23-37
Author(s):  
James Carpenter
Keyword(s):  
Foreign Language ◽  
Oral Presentation ◽  
Project Based Learning ◽  
Short Survey ◽  
Oral Presentations

Oral presentations are common in many English as a foreign language (EFL) classes. Because oral presentations entail multiple steps, they are ideal for project-based learning courses. Yet, it can be challenging for students to meaningfully collaborate on oral presentation projects using English. The use of drama in oral presentations allows students to explore more complex topics without being overwhelmed. A short survey of the literature related to oral presentations and project-based learning in EFL is presented in this article. Then, the basic discourse for oral presentations in English is discussed, followed by an expanded discussion about how drama can simplify this discourse for students. Finally, two examples of student presentations are presented.

scholarly journals Learning Laboratory: An Integrative Learning Design for International Business in a Complex Dynamic World

2021 ◽  
pp. 105256292110296
Author(s):  
Peter Zettinig ◽  
Majid Aleem ◽  
Danijela Majdenic ◽  
Michael Berry
Keyword(s):  
Virtual Teams ◽  
International Business ◽  
Conceptual Knowledge ◽  
Organizational Structures ◽  
Self Awareness ◽  
Integrative Learning ◽  
Complex Dynamic ◽  
Social Competencies ◽  
Multinational Organizations ◽  
Personal Competencies

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

Toward Eloquentia Perfecta in the History and Systems Course

1994 ◽  
Vol 21 (2) ◽  
pp. 91-93 ◽  
Author(s):  
C. James Goodwin
Keyword(s):  
Oral Presentation ◽  
Peer Feedback ◽  
Course Content ◽  
Oral Presentations

A technique for improving the quality of student oral presentations is described. Throughout the semester, students in my History and Systems course delivered minilectures covering specific course content. Peers evaluated their lectures, and students were tested on minilecture information. In a replication, the lectures were videotaped. Lecturers also wrote a paper that elaborated the content of their talks and self-evaluated their performance based on peer feedback and (in the replication) the videotape. The result was a distinct improvement over the typical oral presentation assignment.

Determinants of the learning motivation of students in business education at universities in Ho Chi Minh City

2021 ◽  
Vol 7 (3C) ◽  
pp. 741-753
Author(s):  
Tran Duc Tai ◽  
Le Thi Thanh Truc ◽  
Nguyen Thu Phuong ◽  
Dau Thi Phuong Uyen ◽  
Nguyen Thi Kim Lien ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Social Factors ◽  
Student Motivation ◽  
Business Education ◽  
Business Students ◽  
The Self ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Self Awareness

This study primarily unearths measure and evaluate the determinants influencing business students' learning motivation at universities in Ho Chi Minh City through the self-administered questionnaires with 257 students. The results show all seven factors of (1) social factors; (2) learning environment; (3) lecturers’ behaviour; (4) family and friend influence; (5) students’ self-awareness; (6) student’s willpower and (7) student viewpoint have impacted on learning motivation of business students. In addition, suggestions and recommendations are proposed to enhance student motivation in higher education.

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