Factors that influence the development and performance of academic oral presentations using a blended learning environment.
This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addit...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 6; pp. 708 - 721 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=139686744&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 139686744 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2019 vid: 35 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 139686744 139686744 139686744 10.1111/jcal.12376 139686744 ppf: 708 ppct: 13 formats: tig: atl: Factors that influence the development and performance of academic oral presentations using a blended learning environment. aug: au: Barrett, Neil Edward Liu, Gi‐Zen affil: English Language Center, Southern Taiwan University of Science & Technology, Tainan City Taiwan sug: subj: Language Education Academic Performance Psychosocial Factors Learning Environment Psychosocial Factors Student Attitudes Faculty Attitudes Human Funding Source Interviews Outcomes of Education Ecological Research Education, Non-Traditional Cloud Computing Collaboration Faculty-Student Relations Learning Nonexperimental Studies Qualitative Studies Quantitative Studies Feedback Conceptual Framework Adolescence Young Adult Male Female Taiwan Interrater Reliability kappa Statistic Thematic Analysis Descriptive Statistics Educational Technology Adolescent: 13-18 years Male Female ab: This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addition, a total of 36 oral presentations were assessed by a rubric and frequency counts of presentation language and features. By adopting an ecological approach, we identified the interactions between different factors that influenced learning. Interview findings and observations suggested students welcomed the immediacy of the technology and demonstrated signs of autonomous learning by self‐selecting the chat application Line for group collaboration. Participants preferred both online and face‐to‐face collaboration, as students discovered the limits of online communication. Results indicated that group oral presentations improved, with stronger introductions, linking devices, and visual elements. However, students had problems constructing conclusions and trouble linking the main ideas to the content. Lay Description: What is already known about this topic? Group oral presentation projects train students in 21st century competencies such as multimedia skills, critical thinking, problem solving, and collaboration.Cloud computing collaborative environments have the potential to help students develop language and communication skills.Users are aware of some of the affordances of mobile devices for language learning. What this paper adds? A description of the design and development of a blended language learning environment (BLLE) for English undergraduate oral presentations.Identified improvements in oral presentation introductions, cohesion, and visual elements from using this BLLE.Provides deep, qualitative insights on student perspectives for collaborative, mobile‐based learning from an ecological approach. Implications for practice and/or policy Oral presentation skills can be developed in a BLLE providing the instructor involves students in the design process.Instructors need to discover the right blend for language learners between online and face‐to‐face collaboration to facilitate project development.Collaboration, instruction, effective learning technology, and convenience are the four main factors that interact and influence how students develop and perform group oral presentations in a BLLE. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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