Using Student Created Video Presentations to Build Experiential Learning in the Oral EFL Presentation Classroom
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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.
Abstract
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.
참고문헌 (22)
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