Digital Video Presentation and Student Performance

2010 ◽  
Vol 6 (1) ◽  
pp. 17-29 ◽  
Author(s):  
Arjan Raven ◽  
Elke Leeds ◽  
ChongWoo Park
Keyword(s):  
Student Performance ◽  
Oral Presentation ◽  
Classroom Environment ◽  
Digital Video ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Video Presentation ◽  
Class Presentation ◽  
The Impact ◽  
Presentation Skill

This paper reports the results of a confirmatory study of a Task Technology Fit (TTF) model. Three dimensions of fit:Task Match, Ease of Use, and Ease of Learning, are applied in the context of digital video tools use for oral presentation in a classroom environment. Students completed a digital video presentation that acted as a substitute for an in-class oral presentation. An existing survey instrument was adapted, and administered to the students to examine the impact on presentation skill and fit to task. Results confirm the adaptation of the TTF model and show significant relationships between variables. The model can be used in other task/technology combinations. Additional findings suggest that when there is a significant fit between digital video tools (technology) and improvement of oral presentation skills (task), student performance also improves. Digital video can be a useful alternative to in-class presentation when the goal is to improve presentation skill.

Digital Video Presentation and Student Performance

2012 ◽  
pp. 16-28
Author(s):  
Arjan Raven ◽  
Elke Leeds ◽  
ChongWoo Park
Keyword(s):  
Student Performance ◽  
Oral Presentation ◽  
Classroom Environment ◽  
Digital Video ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Video Presentation ◽  
Class Presentation ◽  
The Impact ◽  
Presentation Skill

This paper reports the results of a confirmatory study of a Task Technology Fit (TTF) model. Three dimensions of fit: Task Match, Ease of Use, and Ease of Learning, are applied in the context of digital video tools use for oral presentation in a classroom environment. Students completed a digital video presentation that acted as a substitute for an in-class oral presentation. An existing survey instrument was adapted, and administered to the students to examine the impact on presentation skill and fit to task. Results confirm the adaptation of the TTF model and show significant relationships between variables. The model can be used in other task/technology combinations. Additional findings suggest that when there is a significant fit between digital video tools (technology) and improvement of oral presentation skills (task), student performance also improves. Digital video can be a useful alternative to in-class presentation when the goal is to improve presentation skill.

scholarly journals Speaking Up without Freaking Out

2019 ◽  
Vol 6 (2) ◽  
pp. 292-300
Author(s):  
Nurul Adillah
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
Oral Presentation ◽  
Online Questionnaire ◽  
Speaking Up ◽  
Speaking Anxiety ◽  
The Impact ◽  
Presentation Skill ◽  
Esl Classroom

It has been reported that language learners use various strategies in learning a second or foreign language. And a lot of research has been done in this area. However, few studies have explored the impact of using scaffolding impromptu speaking activities in ESL classroom on alleviating speaking anxiety. Thus, the current study is an attempt to investigate whether scaffolding impromptu speech activities could help the students to perform better during oral presentation and reduce their speaking anxiety. At the beginning of the study, the students were asked to answer online questionnaire on speaking anxiety experience while holding an oral presentation tasks or assessment. 38 undergraduate students did the prepared impromptu speaking activities such as they have to do self-video recorded, impromptu speech in group and online discussion. This intervention was carried out for six weeks. After that, another online questionnaire on the effectiveness of scaffolding impromptu speaking activities was distributed. However, we only received 25 responses from the participants. Besides that, participants' views about the impromptu speaking activities were also examined through focus group interview. The results of the study indicated that by scaffolding impromptu speaking activities in ESL classroom, the students were able to reduce their speaking anxiety and enhance their oral presentation skill.

scholarly journals SEQUENCE OF ELECTRONIC SERVICE QUALITY ON CUSTOMER SATISFACTION

2014 ◽  
Vol 2 (3) ◽  
pp. 10-24
Author(s):  
Fahd AL-Farsi ◽  
Abdullah Basahel
Keyword(s):  
Service Quality ◽  
Qualitative Inquiry ◽  
Ease Of Use ◽  
Customer Relationship ◽  
Three Dimensions ◽  
Quality Factors ◽  
Electronic Service ◽  
Quality Dimensions ◽  
Service Quality Dimensions ◽  
The Impact

This study investigates the impact of electronic service quality dimensions on customers’ satisfaction. Finding indicates that customers are satisfied in three dimensions: information, ease of use and security/privacy while they answer with “Neutral” for the other dimensions: design, reliability and interactivity/personalization which in turns did affect the overall satisfaction. Furthermore, the recommendations of this research were as follows: Organization should give more attention to its e-service quality especially in the three dimensions which did not meet its customer’s expectation which are: interactivity/personalization, design and reliability. However, as the users become more mature, they know exactly what they expect to be e-service quality factors. Therefore, It will be valuable to find out the solutions to reduce failures in firm electronic service quality and fill the gap between what is perceived by the customers view through in depth qualitative inquiry. The solution will include the integration of internal functional departments and external integrations of channel. Nowadays, called customer relationship management (CRM) and supply chain management have become the main factors.

scholarly journals Noise in Classrooms

2020 ◽  
Vol 11 (1) ◽  
pp. 1-5
Author(s):  
Steven Lapp
Keyword(s):  
Student Performance ◽  
Classroom Environment ◽  
Negative Impact ◽  
Positive Impact ◽  
Cost Effective ◽  
Noise Levels ◽  
Action Project ◽  
Negative Impacts ◽  
The Impact ◽  
Noise Impacts

Noise in the classroom has been found to have a negative impact on students. However, what can be done to lessen the impact of noise on student performance? How do students perceive noise in the classroom? How do students feel noise impacts on their ability to pay attention and learn in a classroom environment? My previous action project suggested that noise has a negative impact on student performance (Lapp, 2018). This action project was geared to determine whether cost effective baffolds found in Cawthra Park Secondary School’s library could lessen the noise levels. It was also geared to understand how students perceived noise and its effects in a classroom environment. The results suggested that the use of baffolds had a positive impact on lessening noise. It was also noteworthy that students tended to underestimate the noise levels in their classrooms. However, those that perceived the noise as being louder were more aware of its negative impacts than those who perceived the noise as being quieter.

scholarly journals ReFresh: Retaining First Year Engineering Students and Retraining for Success

2013 ◽  
Author(s):  
Neil Shyminsky ◽  
Lesley Mak
Keyword(s):  
Student Performance ◽  
Student Development ◽  
Classroom Environment ◽  
Engineering Students ◽  
Retention Rate ◽  
Study Groups ◽  
Individual Student ◽  
First Year ◽  
The Individual ◽  
The Impact

Student retention and support are key priorities at the University of Toronto Faculty of Applied Science and Engineering, as is evidenced by a first year to second year average retention rate of 91% over the past 4 years. At U of T Engineering, academic standing and registration are determined on a term-by-term basis. As a result, student performance in the fall term can result in obligatory withdrawal from their studies in January, including first year students. While approximately only 4% of the first year class have to withdraw, the impact can be very distressing for the individual student, as his/her plans for the year are disrupted and their confidence shaken. Withdrawal from studies can occur for many reasons such as insufficient academic background from their high school, personal crisis, low resilience and lack of study skills and these struggles can be especially acute for international students. The ReFresh Program gives these students an opportunity to continue their education while learning from their mistakes. A small classroom environment allows students to integrate into a collaborative community, create study groups with classmates, communicate easily with their instructors and TA’s and benefit from constant support from First Year Office staff. This format helps students deal with the personal and academic challenges that prevented them from performing at their best in the fall term, relearn the foundations and key concepts of Calculus, Physics, Computer Programming, Chemistry and Linear Algebra and develop a plan to be successful for the next fall to repeat their first semester. This paper will discuss the structure of the ReFresh program as well as the impact on student success, student development and retention.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

2008 ◽  
Author(s):  
Lisa Daniels ◽  
John C. Kane ◽  
Brian P. Rosario ◽  
Thomas A. Creahan ◽  
Carlos F. Liard-Muriente ◽  
...  
Keyword(s):  
Student Performance ◽  
Course Evaluations ◽  
Economics Courses ◽  
The Impact

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

An empirical examination of firm financial performance along dimensions of supply chain resilience

2017 ◽  
Vol 40 (3) ◽  
pp. 254-269 ◽  
Author(s):  
Xun Li ◽  
Qun Wu ◽  
Clyde W. Holsapple ◽  
Thomas Goldsby
Keyword(s):  
Supply Chain ◽  
Financial Performance ◽  
Three Dimensions ◽  
Empirical Examination ◽  
Content Type ◽  
Supply Chain Resilience ◽  
Critical Dimensions ◽  
Firm Financial Performance ◽  
Supply Chain Agility ◽  
The Impact

Purpose This paper aims to investigate the impact of three critical dimensions of supply chain resilience, supply chain preparedness, supply chain alertness and supply chain agility, all aimed at increasing a firm’s financial outcomes. In a turbulent environment, firms require resilience in their supply chains to prepare for potential changes, detect changes and respond to actual changes, thus providing superior value. Design/methodology/approach Using survey data from 77 firms, this study develops scales for preparedness, alertness and agility. It then tests their hypothesized relationships with a firm’s financial performance. Findings The results reveal that the three dimensions of supply chain resilience (i.e. preparedness, alertness and agility) significantly impact a firm’s financial performance. It is also found that supply chain preparedness, as a proactive resilience capability, has a greater influence on a firm’s financial performance than the reactive capabilities including alertness and agility, suggesting that firms should pay more attention to proactive approaches for building supply chain resilience. Originality/value First, this study develops a comparatively comprehensive definition for supply chain resilience and explores its dimensionality. Second, this study provides empirically validated instruments for the dimensions of supply chain resilience. Third, this study is one of the first to provide empirical evidence for direct impact of supply chain resilience dimensions on a firm’s financial performance.

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