Potential disruptive innovation: online learning of public speaking courses in higher education

Purpose The sudden pandemic of COVID-19 has caused disruptive innovation in all areas of business including education. Despite the educators’ and students’ acceptance and readiness in the new normal, the traditional face-to-face (FTF) public speaking has been shifted to online courses to suit the current needs. This study aims to examine whether there were differences between online and FTF pubic speaking in the students’ anxiety level, speech performance, as well as their perceptions of the challenges in the implementation of online public speaking courses as a potential to disruptive innovation. Design/methodology/approach This pilot study was a mixed method research that involved a purposive sampling of two groups of 39 students in higher education. The instruments used were questionnaires of self-report anxiety, speech performance test and observation. Findings The findings show that the students preferred the traditional FTF rather than the online mode for public speaking courses. The challenges of internet connection and the lack of a live audience were their main concerns in online public speaking. It also provides a potential for disruptive innovation that could take into consideration of a live audience in university online courses. Originality/value This study provides the potential of public speaking course as a disruptive innovation. This brings implications for the innovators, marketers and educators to think of the online courses/programmes that can be best implemented while embracing the changes and the new normal of COVID-19 brings for student learning.

The Infusion Speech Skeleton Application (Apps) Concept as A Teaching Medium for Office Management & Technology (OMT) Students

This research aims to employ Apps in public speaking courses to facilitate OMT students’ learning process with simplified speech draft development versions. The Apps development was categorised into two divisions: (i) content and (ii) design and concept. Specifically, Apps content served to complement OMT students’ requirements while Apps design and concept encompassed interactive designs and waterfall models. Additionally, Analysis, Design, Development, Implementation, and Evaluation (ADDIE) and focus group discussion (FGD) were incorporated as research methodologies. Although App utilisation was presented in multiple educational courses, this study pioneered App development and implementation in the public speaking courses in line with non-communication (OMT ) student needs.

Incorporating Virtual Reality Training in an Introductory Public Speaking Course

This study presents the results of two studies using a virtual reality (VR) public-speaking training simulation as an instructional aid in a basic communication course. Results from the first study suggest that VR practice was associated with higher subsequent speech delivery grades in the course compared to no practice. However, VR practice did not reduce public speaking anxiety (PSA). In a follow-up study, VR practice was compared with other forms of lab-based practice including in front of a mirror and a recorded video session. All forms of lab practice (VR, mirror, or video) were associated with higher speech grades than no practice, but there were no differences between lab-practice conditions in terms of outcomes. Results are discussed in terms of adopting and using virtual public-speaking simulations in large undergraduate public-speaking courses.

EFL Learners’ Perceptions towards their Self-Efficacy in Learning Public Speaking Course

This article reports on EFL learners’ perception towards their self-efficacy in public speaking course. Self-ef?cacy has been de?ned as a person’s perceptions of his or her capabilities to complete a speci?c task with the skills that s/he possesses (Bandura, 1997). Thus, It is important for students to measure their skill in order to improve achievement in public speaking course. This research employed a survey study by means of two data collection techniques; questionnaire and interview. The sample of this research was 60 third year students of English department Galuh University. The research result showed that students’ self-efficacy improved after learning public speaking course and the students felt confident using English in front of people. Furthermore, self-efficacy affected not only in public speaking course but also in the other courses. Meanwhile, the high and low self-efficacy might be affected students’ achievements, however, they have similar purpose in public speaking courses, which they want to speak formally without feeling nervous. They have various efforts and strategies to achieve success in this course. This research concludes that self-efficacy in public speaking learning process to third year students of English department Galuh University was important to improve their achievement in speaking skill and improve their confident.

The Cultivation of Students' Cultural Awareness and Global Competitiveness in English Public Speaking Courses

<p>This paper briefly summarizes the general requirements of the new curriculum for the cultivation of cultural awareness in English public speaking courses. This paper further analyzes and studies the basic situation of cultural awareness training in college English public speaking courses and some classroom strategies to strengthen cultural awareness training. It mainly includes the study of vocabulary and English idioms, the interpretation of teaching materials, the learning of some tutoring resources, and the development of diversified teaching modes, so as to comprehensively improve teachers' cultural quality and awareness. At the same time, a good atmosphere is created to ensure the cultivation of students' cultural consciousness.</p>