Student attitudes toward instructor assessment in higher education: Does the delivery method matter?

Kormos, Erik; Julio, Liliana

doi:10.1007/s10639-020-10152-0

Cited by 6 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ward (2016) also suggests the need to be an engaged audience member in both synchronous and asynchronous environments. Kormos and Julio (2020) reported students enrolled in FTF public speaking had higher levels of satisfaction than those enrolled online where there was an instructor assessment. Therefore, there is a need for both the lecturer and students to be present as live audience during online learning.…”

Section: Findings and Discussionmentioning

confidence: 95%

“…There are some studies on the differences between FTF and online public speaking. Researchers have examined the students’ perceptions on the learning mode (Linardopoulos, 2010); role of peer feedback (Nicolini and Cole, 2019); speech performance, course performance, communicative competence and engagement (Broeckelman-Post et al , 2019); and student satisfaction (Kormos and Julio, 2020). The students perceived that online public speaking is especially appealing to working adults but the technical challenges and the lack of audience interaction were its drawbacks (Linardopoulos, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Another finding shows that there were negligible differences between the course formats in students’ public speaking performance, course performance, public speaking anxiety reduction, enhanced communication competence and student engagement (Broeckelman-Post et al , 2019). Meanwhile, a finding shows students enrolled in FTF public speaking had higher levels of satisfaction with instructor assessment than those enrolled online and they believed instructor assessment played a role in increased credibility related to public speaking (Kormos and Julio, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Potential disruptive innovation: online learning of public speaking courses in higher education

Yee

Nawi

Abdullah

2021

View full text Add to dashboard Cite

Purpose The sudden pandemic of COVID-19 has caused disruptive innovation in all areas of business including education. Despite the educators’ and students’ acceptance and readiness in the new normal, the traditional face-to-face (FTF) public speaking has been shifted to online courses to suit the current needs. This study aims to examine whether there were differences between online and FTF pubic speaking in the students’ anxiety level, speech performance, as well as their perceptions of the challenges in the implementation of online public speaking courses as a potential to disruptive innovation. Design/methodology/approach This pilot study was a mixed method research that involved a purposive sampling of two groups of 39 students in higher education. The instruments used were questionnaires of self-report anxiety, speech performance test and observation. Findings The findings show that the students preferred the traditional FTF rather than the online mode for public speaking courses. The challenges of internet connection and the lack of a live audience were their main concerns in online public speaking. It also provides a potential for disruptive innovation that could take into consideration of a live audience in university online courses. Originality/value This study provides the potential of public speaking course as a disruptive innovation. This brings implications for the innovators, marketers and educators to think of the online courses/programmes that can be best implemented while embracing the changes and the new normal of COVID-19 brings for student learning.

show abstract

Section: Findings and Discussionmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Potential disruptive innovation: online learning of public speaking courses in higher education

Yee

Nawi

Abdullah

2021

View full text Add to dashboard Cite

show abstract

“…Public speaking is a vital aspect often regarded as a secondary component, yet it has profound significance in forming health students' professional competencies. The ability to speak in public is important in academic contexts, such as presentations and seminars, and also in professional clinical practice (Kormos & Julio, 2020). Healthcare students must be able to convey complex and often sensitive information to patients, patient's families, colleagues, and other healthcare professionals (Hannawa et al, 2022;Karnieli-Miller et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have often not deeply explored the psychosocial and contextual aspects of this issue (Kormos & Julio, 2020). Previous research suggests that there is a need to understand more deeply the subjective experiences of healthcare students, as well as effective strategies to overcome these barriers (Mörtberg et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Qualitative Research on Obstacles and Hesitates of Healthcare Students Before Public Speaking for Supporting Health Promotion

Wati,

Asmarawati,

Yosep

et al. 2023

IJNI

View full text Add to dashboard Cite

Public speaking ability is essential for healthcare students as educators and health promoters. However, students need more confidence in their ability to deliver education in public. Students also experience anxiety before becoming a public speaker. The study aims to identify common barriers that hinder students from feeling comfortable while speaking in public. The method used a phenomenological approach. Research location at Faletehan University, Indonesia. The sample in this study was 12 healthcare students to explore experiences related to barriers in preparing for public speaking. The technique used purposive sampling to select participants who have experienced difficulty or fear in public speaking. Data were analyzed using thematic analysis. Results show that through thematic analysis, it was observed that the participants encountered physical and psychological obstacles. The findings revealed six themes, including physical anxiety, traumatic experiences, lack of technical methods and practice, the importance of personal branding, self-actualization, and the impact of social media. Self-actualization, a deeper understanding of personal branding, and the combination of EFT techniques emerge as effective ways to address the obstacles and hesitations faced by healthcare students before public speaking. This research provides information on overcoming barriers and hesitations in health promotion practices carried out by students in the community.

show abstract

Towards more sustainable higher education institutions: Implementing the sustainable development goals and embedding sustainability into the information and computer technology curricula

et al. 2023

View full text Add to dashboard Cite

Lately, there has been a rising trend towards integrating sustainability issues and implementing sustainable development (SD) goals into higher education, especially in the Information and Communication Technology (ICT) field. This paper presents the challenges of the introduction of education for sustainability in higher education institutions, analyzes how these challenges could be addressed, and records the essential principles that can guide the incorporation of SD education in higher education. At the same time, this paper advocates the concept of sustainability integration into undergraduate ICT curricula and provides indications for developing ICT curricula that integrate sustainability issues. This paper also examines the contribution of education to the environmental awareness of the students at a Greek University while it captures their perceptions regarding the necessity for the inclusion of sustainability in the ICT curricula. The results are based on the processing of two questionnaires (pre-test and post-test data) distributed during two lectures regarding sustainability at a two-week interval. The findings of the study prove that the direct effect of the educational intervention on the intention of the students to engage in sustainability is significant. Furthermore, it is observed that students show a positive attitude towards integrating sustainability issues into their ICT education. In addition, although students had a deficient level of understanding of the concept of SD goals before the intervention, they showed a significant increment in their previous knowledge regarding sustainability and the environmental impact of ICT studies. The research also reveals that the students are not satisfied with the engagement of the university towards sustainability, and they propose various awareness activities to support their engagement with sustainability issues in an inclusive manner.

show abstract

Student attitudes toward instructor assessment in higher education: Does the delivery method matter?

Cited by 6 publications

References 16 publications

Potential disruptive innovation: online learning of public speaking courses in higher education

Potential disruptive innovation: online learning of public speaking courses in higher education

Qualitative Research on Obstacles and Hesitates of Healthcare Students Before Public Speaking for Supporting Health Promotion

Towards more sustainable higher education institutions: Implementing the sustainable development goals and embedding sustainability into the information and computer technology curricula

Contact Info

Product

Resources

About