Student experience of oral communication assessment tasks online from a multi-disciplinary trial

McBain, Bonnie; Drew, Antony; James, Carole; Phelan, Liam; Harris, Keith M.; Archer, Jennifer

doi:10.1108/et-10-2014-0124

Cited by 18 publications

(10 citation statements)

References 22 publications

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“…In terms of JEs, Brazil is the most dynamic country, with two-thirds of the total number of JEs in the world. Regarding sex, only in the overall EI ( F (1, 306) = 7.49; p < 0.01) there was a significant difference, where males ( N = 154) reported higher mean than females ( N = 154), which is in line with several authors who reported the influence of gender on EI (Marques et al , 2012; Shah and Soomro, 2017; Wilson et al , 2009). Finally, professional experience only significantly affects the variable ATB ( F (3, 304) = 2.91; p < 0.05), with students without professional experience ( N = 164) reporting a lower mean in this variable.…”

Section: Resultssupporting

confidence: 88%

The role of junior enterprises in the development of students' entrepreneurial skills

Daniel¹,

Almeida

2020

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PurposeThis study assesses the effects of junior enterprises (JEs) on the entrepreneurial attitudes and intentions of engineering higher education students, compared to a group of social sciences students.Design/methodology/approachThis research analyses a sample of 132 students enrolled in engineering higher education courses in Portugal and Brazil, while 83 of the respondents being involved in a JE and 49 not. The authors compare this group to another group of 176 social sciences students from several higher education courses, while 93 being enrolled in JE and 83 not.FindingsThe results show that students enrolled in JEs show higher levels of entrepreneurial intention (EI), as well as their antecedents such as attitude towards the behaviour (ATB), perceived behavioural control (PBC) and social norms (SN) , and the impact of this extracurricular activity is higher on engineering students than on social sciences students. Also, country and gender differences were found in some variables.Research limitations/implicationsFurther studies are needed to confirm the results in a broader population and in other countries. Also, the study addressed attitudes and intentions but not actual behaviour due to the time lag problem. There is also the risk of self-reported bias on the answers due to social desirability bias, for example. Finally, because JEs have their own recruitment process, there is a possible “self-selection problem” of students who might have previously developed some of entrepreneurial attitudes and skills assessed by the questionnaire.Practical implicationsThe results have important implications for engineering higher education institutions. Despite many of them provide entrepreneurship training courses, they should also encourage students to join extracurricular activities or even create their own at their institution to complement their skills' development. Also, teachers should be encouraged to integrate these activities into their subjects, avoiding a major barrier to the participation in extracurricular activities which is the students' time constraints. Finally, participation in extracurricular activities can be promoted by institutions in many ways, such as allowing students to obtain academic credits or through supporting financially or logistically the organisations that promote these activities.Social implicationsThis study contributes to the discussion on how to promote the development of entrepreneurial competences in young people that soon will enter the labour market.Originality/valueThis study contributes to the discussions on the value of extracurricular activities, such as the enrolment in JEs, to the development of entrepreneurial attitudes and intention on the training of the next generation of engineers capable of facing future worlds' challenges.

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Section: Resultssupporting

confidence: 88%

The role of junior enterprises in the development of students' entrepreneurial skills

Daniel¹,

Almeida

2020

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“…Likewise, most of them showed their positive attitudes towards the use of ICT to study English and expected ICT to be used more frequently in the classroom to maximize learning and language teaching. On the other hand in [15], it was found that synchronous communication leads to greater participation, also found that the incorporation of components of synchronous oral communication instead of only asynchronous traditional assessments in writing facilitates participation in the courses. Similarly, in [16] it was found that undergraduate students preferred a tool based on synchronous learning, where student-instructor interaction was the strongest predictor of student satisfaction.…”

Section: Tic Variable Summarymentioning

confidence: 99%

Use of information and communication technologies in the learning of the English language

Cantillo¹,

Martelo²,

Avecedo³

2018

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The purpose of the research was to examine the use of ICT in the learning of the English language of the students of the language school of the University of La Guajira. The methodology used was the descriptive and field documentary, with a non-experimental design of the cross-sectional type, the technique of data collection was the observation by means of a survey, an instrument with 25 items was designed with a Likert response scale. The results show that there is a moderate use of information and communication technologies, as well as evidence that students who use them more frequently have a greater learning of the language, so it is concluded that students' attitudes to learning of English are directly related to the use of information and communication technologies.

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“…Entre las competencias comunicativas más valoradas, se sitúa la gestión integral de cualquier tipo de información (científica, técnica, legal, comercial, financiera, normativa, cultural…) (McBain et al, 2016;Ferrer, 2008), acompañada de la producción de un texto escrito (Debrine-Mascle, 2013) y su eventual exposición oral en contextos interpersonales, grupales, mediáticos, formales o informales, dialogados o monologados, etc. (Jackson, 2014;Salas-Velasco, 2012).…”

Section: Introductionunclassified

Competencias documentales, textuales y enunciativas para un nuevo profesional de la comunicación

Manchón¹

2017

Pragmalinguistica

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RESUMEN:Mientras el mercado laboral de la comunicación vive una crisis estructural, las competencias comunicativas son las más valoradas por las empresas, las instituciones y la sociedad. Los planes de estudios de los grados en comunicación necesitan adaptarse a esta realidad mediante la creación de nuevos modelos docentes basados en la articulación de conocimientos y destrezas de ámbitos comunicativos diferentes. En particular, este artículo presenta un modelo que combina las competencias documentales, textuales y orales como dimensiones de un proceso comunicativo integral. Para ello, se desarrollan los criterios informativos de recuperación, selección y configuración de la información en función de las claves lingüísticas y cognitivas de la redacción textual, y de la estructura acústica y expresiva del discurso oral. Los diferentes niveles de cada dimensión son solidarios y recursivos entre sí en el marco de un proceso de la estrategia comunicativa.ABSTRACT: While the communication labor market is struggling within a structural crisis, communication skills are most valued by companies, institutions and society. The curricula of the degrees in communication need to adapt to this reality by creating new teaching models based on the articulation of knowledge and skills from different communication fields. In particular, this article presents a model that combines the documentary, textual and oral skills as dimensions of an integrated communication process. To do this, this article presents the basic criteria to retrieve, select and structure information based on the linguistic and cognitive keys of writing, and the acoustic and expressive structure of oral speech. The different levels of these dimensions are recursively dependent with each other as part of a strategic and comprehensive communication process. RÉSUMÉ:Alors que le marché de travail de la communication vive une crise structurelle, les compétences communicatives sont les plus valorisées par les entreprises, les institutions et la société. Les cursus des études en communication ont besoin de s'adapter à cette réalité moyennant la création d'un nouveau modèle d'enseignement basé sur l'articulation des connaissances et des habilités de milieux communicationnels différents. En particulier, cet article présente un modèle qui combine les compétences sur la gestion de documents, des compétences textuelles et des compétences orales comme dimensions d'un procès communicatif intégral. Pour ce faire, les critères informatifs de récupération, sélection et configuration de l'information sont développés en fonction des clés linguistiques et cognitives de la rédac-tion textuelle, et de la structure acoustique et expressive du discours orale. Les différents niveaux de chaque dimension sont solidaires et récursifs les uns des autres dans les cadre d'une stratégie communicative.PALABRAS CLAVES: discurso informativo; estructura enunciativa; competencias docentes; texto; criterios informativos.

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Student experience of oral communication assessment tasks online from a multi-disciplinary trial

Cited by 18 publications

References 22 publications

The role of junior enterprises in the development of students' entrepreneurial skills

The role of junior enterprises in the development of students' entrepreneurial skills

Use of information and communication technologies in the learning of the English language

Competencias documentales, textuales y enunciativas para un nuevo profesional de la comunicación

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