Factors that influence the development and performance of academic oral presentations using a blended learning environment

Neil Edward Barrett, Gi-Zen Liu

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish
JournalJournal of Computer Assisted Learning
DOIs
Publication statusPublished - 2019 Jan 1

Fingerprint

Blended Learning
learning environment
Students
performance
student
Group
chat
interview
language
learning
instructor
communication
Communication
interaction

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

@article{b200c1358604407d90358e2ac599a27a,
title = "Factors that influence the development and performance of academic oral presentations using a blended learning environment",
abstract = "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.",
author = "Barrett, {Neil Edward} and Gi-Zen Liu",
year = "2019",
month = "1",
day = "1",
doi = "10.1111/jcal.12376",
language = "English",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
publisher = "Wiley-Blackwell",

}

TY - JOUR

T1 - Factors that influence the development and performance of academic oral presentations using a blended learning environment

AU - Barrett, Neil Edward

AU - Liu, Gi-Zen

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

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.

UR - http://www.scopus.com/inward/record.url?scp=85068118222&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85068118222&partnerID=8YFLogxK

U2 - 10.1111/jcal.12376

DO - 10.1111/jcal.12376

M3 - Article

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

ER -