Using Digital Video Technology to Reduce Communication Apprehension in Business Education

Leeds, Elke M.; Maurer, Ruth

doi:10.1287/ited.1090.0023

Cited by 14 publications

(8 citation statements)

References 39 publications

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“…Students who participate in oral communication using video technology on average spend more time practicing their presentations, have the ability to revise their presentations as many times as necessary and consequently feel more comfortable making oral presentations across a variety of formats (Leeds and Maurer, 2009). While Leeds and Maurer (2009) used digital recordings of traditional student presentations in class, the VCL exercise specifically challenges students to create a targeted marketing message to sell a product of which they know a lot – themselves, to a targeted customer – a particular prospective employer. The research question we attempt to address is to determine whether the VCL exercise mitigates their apprehension levels of oral communication.…”

Section: Method: Description Of the Innovationmentioning

confidence: 99%

The video cover letter: embedded assessment of oral communication skills

Sautter

Zúñiga

2018

QAE

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Purpose This paper aims to describe the development and execution of the video cover letter exercise. This learning innovation challenges students to develop a concise, targeted marketing message using video technologies and tools. Design/methodology/approach In the first full semester of mandatory implementation, a pre-test/post-test design using McCroskey's measure of communication apprehension (CA) examined the effects of the exercise in reducing students' levels of CA. There were 200 students in the course, of which 139 completed both the pre-test and post-test measure survey. The measure captures overall levels of CA and more specifically examines anxiety associated with oral communication in group discussions, dyads, group meetings and public speaking. Findings Paired sample t-tests revealed that the CA was significantly reduced overall and more specifically in settings related to group discussions and public speaking. The tool provides an effective and efficient means for assessing basic oral communication skills. It also advances oral communication skills by significantly reducing levels of CA in undergraduate business students. Originality/value Oral communication skills are consistently ranked toward the top of faculty, student and recruiter lists of requisite skills for successful business graduates (Maes et al., 1997) and marketing majors more specifically (Nicholson et al., 2005). It is not surprising then that oral communication skills are also typically included as one of the most commonly assessed learning outcomes in college of business programs (Martell, 2007). Unfortunately, decreasing resources, growing class sizes and diverse course formats (e.g. online, face-to-face and blended) create ever growing challenges to effective development and assessment of oral communication skills in our marketing and business student populations.

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Section: Method: Description Of the Innovationmentioning

confidence: 99%

The video cover letter: embedded assessment of oral communication skills

Sautter

Zúñiga

2018

QAE

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“…Both types of resources allowed students to express themselves in a different way; in this regard we found the insights of Leeds and Maurer (2009) useful in relation to the use of digital technologies in business education. They argue that these technologies allow students to better prepare and structure their communications and use alternative means to do so.…”

Section: The Engaging Mode Of Systems Thinking Educationmentioning

confidence: 99%

Abstracting and Engaging: Two Modes of Systems Thinking Education

Córdoba‐Pachón

2011

INFORMS Transactions on Education

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T his paper presents two modes of systems thinking education to help make sense of previous and future experiences in this field as well as in soft operational research in general. Using Abbott's ideas on professional knowledge I present these modes as based on either (1) abstracting or (2) engaging. The former emphasises the value of systems thinking in helping people understand abstractions to deal with complex situations. The latter focuses on using abstractions to facilitate students' engagement with complex situations in areas outside operational research including sustainability and project management. I present each mode based on my experience in a higher education setting in the UK, and I highlight key elements and possibilities for these modes that could inform future developments in systems thinking and operational research education.

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“…Estos han sido usados en diferentes aspectos. Así por ejemplo en el trabajo de Leeds & Maurer [15] se demuestra que la aprehensión de la comunicación juega un papel importante en la reducción de la efectividad de la comunicación oral en entornos empresariales. Para reducir dicho problema ellos proponen el uso del video como un reemplazo multimedia para presentaciones orales en clase.…”

Section: Trabajos Relacionadosunclassified

“…A diferencia de los trabajos relacionados nosotros hacemos uso de YouTube una herramienta conocida y utilizada por los estudiantes para su autoaprendizaje. Nuestra propuesta no busca remplazar la presentación en clase como el trabajo de Leed & Maurer [15], sino busca el reforzar sus habilidades a través de la autoevaluación para luego realizar una presentación en clase. Así mismo el usar YouTube minimiza el tiempo de aprendizaje de alguna nueva herramienta.…”

Section: Trabajos Relacionadosunclassified

Experiencia de la integración de Youtube para el desarrollo de la competencia de comunicación en una Carrera de Ingeniería

Baluarte¹,

Castro²,

Vidal³

2019

Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation

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ABET's accreditation requirements in addition to mastery technical knowledge emphasize the importance of "soft" skills. One of these skills is related to being able to communicate effectively. In this work the experience in the dictation of the writing of Articles and Reports of Investigation is shared, which has allowed to develop the competence (g) of ABET: effective communication. It stands out as having incorporated the use of YouTube since 2017 has allowed us to improve the oral expression capacity of our students. We believe that this experience could be replicated in other engineering projects and not only in a specific course, but in any course that involves work exhibition activities. Abstract-Los requisitos de acreditación de ABET además del dominio de los conocimientos técnicos hacen hincapié en la importancia de las habilidades "blandas". Una de estas habilidades está relacionada al poder comunicarse de forma efectiva. En este trabajo se comparte la experiencia en el dictado del curso de Redacción de Artículos e Informes de Investigación, el cual ha permitido desarrollar la competencia (g) de ABET: comunicación efectiva. Se resalta como al haber incorporado el uso de YouTube desde el año 2017 ha permitido mejorar la capacidad de expresión oral de nuestros estudiantes. Creemos que esta experiencia podría ser replicada en otras ingenierías y no sólo en un curso específico sino en cualquier curso que lleve consigo actividades de exposición de trabajos.

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Using Digital Video Technology to Reduce Communication Apprehension in Business Education

Cited by 14 publications

References 39 publications

The video cover letter: embedded assessment of oral communication skills

The video cover letter: embedded assessment of oral communication skills

Abstracting and Engaging: Two Modes of Systems Thinking Education

Experiencia de la integración de Youtube para el desarrollo de la competencia de comunicación en una Carrera de Ingeniería

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