Using Video Technology to Improve Oral Presentation Skills among Undergraduate Students: A Systematic Literature Review

Miskam, Nuraqilah Nadjwa

doi:10.37200/ijpr/v24i5/pr2020235

Cited by 11 publications

(13 citation statements)

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“…Santhi et al (2019) found that 13 out of 35 students had difficulties creating and editing the videos, indicating how technologically challenging the project could be. Another issue students faced was how to send their large video files through email (Miskam & Saidalvi, 2020). Mali (2018) stated that there were numerous technological hurdles for the students and that teachers would have to help the students overcome them.…”

Section: Building 21 St -Century Skills Through Video Presentationsmentioning

confidence: 99%

Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

Copeland¹

2021

J Eng Tech Movie Media

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This qualitative case study, which employed thematic analysis, explores student perceptions about the fairness of grading video presentations in an online EFL Korean classroom. The study surveyed 145 students about their attitudes towards the fairness of grading for video presentations using three open-ended questions. To better understand the students’ thoughts, they were asked what most affected the fairness of grading live versus video presentations. It found that students believed that the use of video presentations in the required classroom was fair. The students cited a clear, understandable rubric, hard work resulting in the deserved grade, the best material could be submitted, the video could demonstrate ability without nerves, and the teachers’ grading as reasons the grading was deemed fair. There were also some negative perceptions related to the fairness of grading. The two registered were using cheats and not having a fair playing field in terms of technology. The study also found that the main factors affecting video versus live presentations were the fear of live presentations, preparation time, technology use, and the teachers’ grading. The results from the survey indicated that student-produced video presentations should be considered in the future.

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Section: Building 21 St -Century Skills Through Video Presentationsmentioning

confidence: 99%

Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

Copeland¹

2021

J Eng Tech Movie Media

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“…Video reflection on communicative performance has been used successfully in many academic and professional fields, such as language learning, medical studies teacher training, engineering, and economics, as well as other science and social studies fields (e.g., Budiarta & Santosa, 2020 ; Carr et al, 2020 ; Cochrane & O’Donoghue, 2008 ; Er & Planas, 2005 ; Galindo et al, 2020 ; Gong et al, 2019 ; Miskam & Saidalvi, 2020 ; Oliveira, et al, 2021 ; Penny & Coe, 2004 ; Perry et al, 2020 ; Ram, et al, 1999 ; Zick et al, 2007 ). By reflecting on a video presentation, students can pinpoint their strengths and weaknesses in all aspects of the presentation, including the content (Miskam & Saidalvi, 2019 , 2020 ; Oliveira, et al, 2021 ; Tuyet & Khang, 2020 ). Moreover, with video recordings, verbal communication can be practiced in a controlled, non-threatening environment that helps alleviate anxiety (Tuyet & Khang, 2020 ; Damayanti & Citraningrum, 2021 ; Göktürk, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…Although video-mediated environments used for self-reflection can help reduce anxiety, the opposite is also reported in some studies. Anxiety triggered when speaking in front of the camera appeared to be an issue for some students (Keiper et al, 2021 ; Miskam & Saidalvi, 2020 ; Oliveira et al, 2021 ). Other studies found that students faced technical difficulties recording videos (Göktürk, 2016 ; Miskam & Saidalvi, 2020 ; Shih, 2010 ; Syahrizal & Pamungkas, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…After a presentation is recorded and stored in the system, students can reflect on their performance and receive feedback from their lecturers and classmates if this is desirable. Video reflection on communicative performance has been used successfully in many academic and professional fields, such as language learning, medical studies teacher training, engineering, and economics, as well as other science and social studies fields (e.g., Budiarta & Santosa, 2020;Carr et al, 2020;Cochrane & O'Donoghue, 2008;Er & Planas, 2005;Galindo et al, 2020;Gong et al, 2019;Miskam & Saidalvi, 2020;Oliveira, et al, 2021;Penny & Coe, 2004;Perry et al, 2020;Ram, et al, 1999;Zick et al, 2007). By reflecting on a video presentation, students can pinpoint their strengths and weaknesses in all aspects of the presentation, including the content (Miskam & Saidalvi, 2019Oliveira, et al, 2021;Tuyet & Khang, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The use of the Video Platform FlipGrid for Practicing Science Oral Communication

Kleftodimos

Triantafillidou²

2022

TechTrends

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Oral communication and presentation skills are considered key competencies for many academic fields and professions, including science-related ones. Therefore, it is vital that students are given sufficient class time in the curriculum for practicing public speaking. It is well documented in the literature that video technology can be of valuable aid in enhancing oral skills, and FlipGrid is a relatively new video discussion platform that has become popular for this purpose. The aim of this study is two-fold. First, the literature regarding FlipGrid is explored to understand how educators around the globe use the platform. Second, a case study is presented where FlipGrid is used and evaluated as a tool for practicing and assessing oral science communication. A mixed-method approach was used to evaluate FlipGrid with the participation of 112 students. Findings indicate that although the use FlipGrid in science fields is limited, it can be a useful platform for practicing oral science communication.

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“…Since Microsoft acquired Flipgrid in 2018, the software has become widely available to educators with demonstrated effectiveness across a variety of disciplines. Dunbar (2019) discussed its applicability in music classrooms; Miskam and Saidalvi (2019) reported its effectiveness in an undergraduate engineering program. Lowenthal and Moore (2020) conducted a mixed-methods study with 79 students enrolled in an online educational technology program.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Experiences of Doctor of Nursing Practice Students’ Use of Flipgrid to Create a Community of Inquiry in a Predominantly Online Program

Sebach¹

2022

Nurs Educ Perspect

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The purpose of this qualitative descriptive study was to explore the experiences of Doctor of Nursing Practice (DNP) students utilizing Flipgrid, a free, asynchronous online video discussion forum, as an alternative to written journals and discussion boards in a predominately online program. Results suggest greater student engagement, efficiency, and public speaking skills with Flipgrid than with conventional journals and discussion boards. Flipgrid can serve as an active learning strategy to promote a community of inquiry among online DNP students.

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Using Video Technology to Improve Oral Presentation Skills among Undergraduate Students: A Systematic Literature Review

Cited by 11 publications

References 0 publications

Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

The use of the Video Platform FlipGrid for Practicing Science Oral Communication

Exploring the Experiences of Doctor of Nursing Practice Students’ Use of Flipgrid to Create a Community of Inquiry in a Predominantly Online Program

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