- Title
- Student experience of oral communication assessment tasks online from a multi-disciplinary trial
- Creator
- McBain, Bonnie; Drew, Antony; James, Carole; Phelan, Liam; Harris, Keith M.; Archer, Jennifer
- Relation
- Education and Training Vol. 58, Issue 2, p. 134-149
- Publisher Link
- http://dx.doi.org/10.1108/ET-10-2014-0124
- Publisher
- Emerald
- Resource Type
- journal article
- Date
- 2016
- Description
- Purpose: The research reported here evaluated 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. Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. We 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 for their learning but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By 1) understanding what students think hinders or facilitates their learning and 2) 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 online oral communications assessment tasks 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 up 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 towards addressing that gap.
- Subject
- student centred; tertiary education; blended learning; online oral communications assessment tasks; OOCATs
- Identifier
- http://hdl.handle.net/1959.13/1320072
- Identifier
- uon:24055
- Identifier
- ISSN:1758-6127
- Language
- eng
- Full Text
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