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Student experience of oral communication assessment tasks online from a multi-disciplinary trial

Citation

McBain, B and Drew, A and James, C and Phelan, L and Harris, KM and Archer, J, Student experience of oral communication assessment tasks online from a multi-disciplinary trial, Education and Training, 58, (2) pp. 134 - 149. ISSN 0040-0912 (2016) [Refereed Article]

Copyright Statement

©Emerald Group Publishing Limited

DOI: doi:10.1108/ET-10-2014-0124

Abstract

Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines.

Design/methodology/approach – The research was designed as a "federation" of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey.

Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support.

Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks.

Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.

Item Details

Item Type:Refereed Article
Keywords:Blended learning Online oral communications assessment tasks OOCATs Student centred Tertiary education
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Educational Technology and Computing
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teaching and Instruction Technologies
UTAS Author:Harris, KM (Dr Keith Harris)
ID Code:110310
Year Published:2016
Web of Science® Times Cited:3
Deposited By:Medicine
Deposited On:2016-07-24
Last Modified:2016-11-10
Downloads:0

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