scholarly journals Using Student Created Video Presentations to Build Experiential Learning in the Oral EFL Presentation Classroom

2021 ◽  
Vol 15 (5) ◽  
pp. 229-245
Author(s):  
Natalie Hallemans
Keyword(s):  
Experiential Learning ◽  
Oral Presentation ◽  
Classroom Environment ◽  
Student Motivation ◽  
Course Delivery ◽  
Job Market ◽  
Additional Time ◽  
Online Classroom ◽  
Oral Presentations ◽  
Video Presentations

This qualitative study investigates the learning experiences of students in an online oral presentation class where both course delivery, presentation assignments and exams were recorded submissions uploaded to an online classroom. The objective of this study is to understand if the constructivist format of the class encouraged Kolb’s experiential learning environment and to garner any positive or negative takeaways from the experience. Data collected revealed that most students spent 1-2 hours preparing for their presentations and an additional 1-2 hours recording. The additional time spent recording alluded to the idea that recorded submissions directly impacted student motivation to improve. It was also determined that most students preferred recorded submissions because they provided an opportunity to self-reflect and correct mistakes and released them from the anxiety of performing before a live audience thus enhancing the constructivist classroom environment. While many researchers believe that oral presentations are best practiced before a live audience where the skills are normally used, in the post-COVID work environment, more people are expected to work remotely and will require online oral presentation proficiencies. Developing the skills required to deliver asynchronous presentations will make students more competitive in the job market.

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.

Enhancing and Impacting the Online Classroom Environment with Infographics

eLearn ◽  
2019 ◽  
Vol 2019 (4) ◽  
Author(s):  
Hanadi Hamadi ◽  
Frederick R. Kates ◽  
George Raul Audi ◽  
Samantha A. Larson ◽  
Malcolm M. Kates
Keyword(s):  
Classroom Environment ◽  
Online Classroom

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.

scholarly journals Teachers’ oral presentation from students’ perspective

2013 ◽  
Vol 45 (2) ◽  
pp. 363-380
Author(s):  
Vera Radovic
Keyword(s):  
Oral Presentation ◽  
Teaching Method ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Negative Comments ◽  
Methodological Aspects ◽  
Oral Presentations ◽  
The Given ◽  
Teaching Element

The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

2019 ◽  
Vol 12 ◽  
pp. 71-78
Author(s):  
Obidimma Ezezika
Keyword(s):  
Experiential Learning ◽  
Global Health ◽  
Real World ◽  
Learning Activities ◽  
Job Market ◽  
Course Content ◽  
Milieu De Travail ◽  
Design And Implementation ◽  
Health Course ◽  
Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.   L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

Engineering Students' Communication Apprehension and Competence in Technical Oral Presentations

2016 ◽  
pp. 371-383 ◽  
Author(s):  
Noor Raha Mohd Radzuan ◽  
Sarjit Kaur
Keyword(s):  
Oral Presentation ◽  
Teaching And Learning ◽  
English Language ◽  
Engineering Students ◽  
Communication Apprehension ◽  
Undergraduate Research ◽  
Communication Competence ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
Oral Presentations

The demand for 21st century engineering graduates to be communicatively competent, particularly in English language, is increasing. Effective communication skills are one of the main competencies listed by the Malaysian Engineering Accreditation Council Policy with the expectation that all Malaysian engineering graduates will master it upon graduation. This involves skills in presenting information to technical and non technical audience through oral presentations. This chapter aims to examine engineering students' communication competence and their level of apprehension in delivering a technical oral presentation. Questionnaires, adapted from McCroskey's (1988) Self-Perceived Communication Competence and Richmond & McCroskey's (1988) Personal Report of Public Speaking Anxiety, were distributed to 193 final year Universiti Malaysia Pahang engineering students who were preparing for their Undergraduate Research presentation. The results of the study have direct and indirect implications to the teaching and learning of oral presentation skills among engineering undergraduates.

How Classroom Environment and Student Engagement Affect Learning in Internet-based MBA Courses

2000 ◽  
Vol 63 (4) ◽  
pp. 9-26 ◽  
Author(s):  
J.B. Arbaugh
Keyword(s):  
Student Learning ◽  
Classroom Environment ◽  
Ease Of Use ◽  
College Courses ◽  
Perceived Ease Of Use ◽  
Online Classroom ◽  
Teaching Expertise ◽  
Effective Learning ◽  
Interactive Classroom ◽  
Interesting Discussion

While the number of college courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences for students is still limited. Therefore, I conducted a study that examined the effects of technological, pedagogical, and student characteristics on student learn ing in Internet-based MBA courses. Of these characteristics, I found that only those reflecting instructor efforts to create an interactive classroom environment were significantly associated with student learning. Other characteristics such as the perceived ease of use of the course software package, the perceived flexibility of the online classroom environment, and the amount of time students spent logged onto the course Website were not significantly associated with student learning. These findings suggest that while some level of technological sophistication may be important, teaching expertise may be the primary criterion for teaching success in the online classroom environment. Therefore, instructors may need to spend more time developing and cultivating instructional skills such as simultaneously working with several smaller groups of students, developing interesting discussion questions, and fostering intimacy. To support this faculty development, business schools will likely need to make substantial infrastructural investments to ensure that their online course offerings are pedagogically and technologically conducive to student learning.

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