The silence about oral presentation skills in distance and online education: new perspectives from an Australian university preparatory programme

Abstract

Oral presentation skills are considered essential workplace skills and are therefore highly valued in higher education. However, research into this aspect of adult learning is limited, especially in the context of distance and online education. This paper reports on an innovative approach used in a university preparatory program in Australia. Distance students were responsible for choosing a topic, setting and audience, and assessment was based on their self-reflections on the experience. Such an approach represents a radical departure from the usual methods used to practise and assess oral presentations. In this qualitative case study, we draw on students' responses via portfolio reflections and interviews, using principles of adult learning as a framework for thematic analysis. Findings suggest that this activity fulfilled the needs of adult learners in a number of significant ways, and for some of these students, this oral presentation was a meaningful, even transformative experience.

Efl Speaking Practice in Distance Leaning During the Coronavirus Pandemic 2020-2021

“…Findings of the present study showed that speaking instructors at the sample institutions in the present study mainly used oral presentations, gave problem-solving questions, used online debates, student-created podcasts posted in a Speaking Center on Twitter, used Vocaroo to record students' presentations and Kahoot for contests and games. These kinds of speaking activities are different from those used in prior studies by Volle (2005) , Murugaiah (2016) , Castillo (2016) , McDougall and Holden (2017) , Galindo et al (2020) , and Martin (2020) which used audio emails, Internet-based oral conversations with the instructor using MSN Messenger, computer-assisted pronunciation instruction, Pecha Kucha (PK) presentations, i.e., slides containing visuals with minimal text and presented in twenty seconds, Second Life, portfolio reflections, student-created videos and use of Internet-based material.…”

“…In Australia, distance students enrolled in a university preparatory program chose a topic, set an audience, gave an oral presentation, and reflected on their experience. The students' responses via portfolio reflections and interviews indicated that this activity fulfilled their needs and that oral presentations were a meaningful and transformative experience McDougall and Holden (2017) .…”

Moving forward with both theory and practice

“…However, she adopted this approach because Androgogy per se lacked the socioemotional variables identified in other theories of learning which she believed was critical to her analysis. Her previous work (McDougall & Holden, 2017) investigated oral presentation skills in distance and online education. That study adopted Androgogy as its theoretical lens and it is interesting to note how her current thinking is pushing the boundaries of her previous theoretical frame in order to understand more fully adult learning.…”

What’s Covid19 Got to Do with My Communicative Competence? Self-reflections of Pre-service English Language Teachers in Turkey

“…Castillo (2016) states that as long as the adult learners are well-acquainted with web-based technologies and digital platforms and skills, they would benefit from the listening and speaking tasks conducted online. McDougall and Holden (2017) observed the positive attitude of tertiary level students about online speaking programs if the guidelines such as the topic, audience were set clear that would make the oral presentations fulfilling and meaningful. Galindo, Gregori and Martinez (2020) emphasized the role of making the assessment criteria clear so that the students would perform better in their second drafts of online explanations to the assigned homework.…”