In business English writing classes, second language learners can be reticent to speak about their writings. To combat this and give students more opportunities to practice speaking and allow instructors the ability to measure the engagement, a video capture tool is needed that will enable students to have conversations asynchronously and produce the language vocally outside of class. Recently a tool was developed where speaking tasks can be created using a video response service called FlipGrid. This web-based educational technology tool gives instructors the means to help students increase their productive language skills by increasing the time students spend speaking outside class, with the added accountability of video. Both spontaneous and planned vocal practice assignments can be created with this tool resulting in more student engagement and speaking practice. This paper discusses the need and rationale for using the service and shares the results of a class evaluation after implementing the video capture tool in a business writing class. The assessment discovered that students found the tool easy to use and noticed increases with both their perceived time speaking English between classes and their perceived Englishspeaking confidence.
Are business schools adequately preparing graduates to be ready for the interactions that they will face in the professional world? Some studies and research have found that they are not prepared for these interactions and that graduates lack these communication skills (Stevens, 2005). A recent study of the top business schools in Korea measured the existence of business communication programs in higher education. It concluded that more courses in business communication as a required element are needed (Chang, Park, & Cho, 2018). This study also discussed the need for curriculum development to focus on the consumer, i.e., the students and the industry at large (Chang et al., 2018, p. 38). For instructors who teach business classes in higher education, this becomes a challenge if the state quo class style is based on the lecture and exam model of learning. However, there are other methods of instruction that can be easily used instead of or as a supplement to current course designs. These alternative methods have ample research to support the use in the classroom. Using this research as evidence, it can serve as an advocate for instructors to modify their pedagogies to include these
Technology is used in many higher learning institutions for a multitude of reasons including distributing learning materials, organizing group projects, calculating grades, facilitating online discussions, turning in homework, creating class content, etc. When these separate technologies merge in one place, it is called a Learning Management System (LMS). Implementing an LMS in Higher Education can enhance a learning environment and assist in deploying pedagogy in a positive and efficient way while engaging students. However, there are dilemmas that arise that can hinder the solution that the technology seeks to solve. This paper discusses the divides created by the pedagogical and technological interests of LMS adoption in higher education and outlines future research needed for more successful implementation and subsequent continued use. In a sea of options, the solutions that are strongest include individual customization flexibility and have strong peer support; these are the ones that seem to last.Keywords: LMS, Learning Management Systems, Pedagogy, EdTech, Educational Technology, Technology Adaptation, Higher Education BackgroundTechnology use in education with tools combined in learning management systems (LMS) is commonplace in Higher Education (Almarashdeh, 2016) There are many types of separate technology that can satisfy diverse learning, pedagogical, and organizational needs for instructors in Higher Education. The (LMS) is the combination of all these separate technology systems and learning resources in one place. It is a grade book, assignment distributor, assignment collector, grade giver, attendance taker, conversation facilitator, collaboration tool, instant messaging platform, e-mail client, and more all in one. Kasim et al. ISSN 2330-9709 2017 www.macrothink.org/jet 125 note that "Learning Management Systems represent an evolution from the processes and systems developed by certain institutions to register students on specific courses and keep records of students' activities." (Kasim & Khalid, 2016) A recent article in PC Mag also points out, that many universities, business and organizations are now using them to meet educational goals. (Fenton, 2017) Therefore, confirming that higher education institutions have directives for these resources to be set up and implemented. With all of this help developed to assist learning and help the students and teachers, why then do instructors hate their LMS? David Wentworth of the Brandon Hall Group does an annual study on employee LMS satisfaction; In 2014 they found that "47.7% of respondents are looking to leave their current LMS platform and move to a new provider." (PR Web Newswire, 2014)These chosen LMS systems are generally robust and appear to solve the abundance of time consuming and ordinary administrative tasks to free up the educator, placing the focus where it should be; students learning and engagement. However, challenges emerge when the technology is incompatible with the purposes of an instructor's pedagogy and teaching style ...
With the development of web 2.0 tools, many companies are rushing to meet the demand and create attractive and useful Educational Technology (EdTech) that appeal to instructors to implement in their classes. Many of these tools include video services that are available to everyone with a connected device. ESL Instructors also look for new and engaging activities and techniques to help their students L2 confidence and language practice. Research shows that video is a powerful and useful tool for educators to boost language learning in the classroom. When deciding to implement video in the classroom, it is essential to understand the different attributes that students experience surrounding the consumption, the creation, and interaction with video. To effectively implement video in the English class it is also necessary to understand how videos replicate elements of the communication process to determine what kind of—if any—interaction will take place. Once the attributes are understood, and the communication model is chosen, teachers can select a tool that fits their pedagogical practice and logistical situation. This paper explores the justification and use categories of video in the context of English language learning, introduces the idea of Video Use Communication Models to help instructors choose a tool that will align with their pedagogical goals, and advocate the promotion of video solutions that allow affordable and available access for an English teacher who wants to use video.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.