Improving Student Presentation Skills Using Asynchronous Video-Based Projects

Abstract

Given the central role that excellent presentation skills plays in management, methods for better developing these skills represent an important area of focus in business education. Rapidly evolving distributed (distance) technologies have compelled businesses to reimagine practices in most areas, and presentations are no exception. In the present study, we examine the potential advantages of video presentations—not from the perspective of the audience, but rather from the perspective of the student as immersed in the process of developing individual presentation skills. We crafted a course project where students collaborate to create a video presentation, replacing a more traditional in-class presentation. To test the effectiveness of this new approach, we conducted a study in which measures from multiple course sections using either the new video creation approach or the traditional presentation approach were compared. For the former, we found a significant improvement in students’ presentation skills on five dimensions (central message, supporting material, language, organization, and delivery) as evaluated with the authoritative Oral Communication VALUE Rubric developed by the Association of American Colleges and Universities. We describe the project and the study, and end the article with lessons learned and recommendations for expanding the project’s applications to other courses.

Innovative design and delivery of the business capstone course

“…At the end of the semester, each consulting team is expected to produce a recorded video presentation that addresses the various elements of the scope of work for the consulting project, which provides an enjoyable process along with a concrete deliverable nearly always of higher quality than previous in-class presentations (Namin et al, 2021). Each team member is expected to contribute to this presentation's content and style, and to demonstrate their understanding of the organization's current situation.…”

Melatih Kemampuan Menganalisis Literatur, Formulasi Gagasan dan Kemampuan Presentasi Mahasiswa Melalui Chemistry Slam

“…Ini yang sering terjadi. Bagaimana peserta terutama finalis chemistry slam memperbaiki skil presentasi dirangkumkan dalam diagram di bawah ini: Pengaruh positif proyek lomba chemistry slam yang memanfaatkan presentasi secara asinkronous melalui video ini sejalan dengan laporan Namin dkk (Namin et al, 2021) serta Siller dkk (Siller et al, 2018). Dengan demikian, secara keseluruhan kegiatan ini memiliki banyak aspek positif dalam pembelajaran mahasiswa.…”

Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic

“…The use of asynchronous videos for the virtual classroom appears to work best when: (a) there are strict guidelines and deadlines that drive student interactivity, (b) when the instructor facilitates but does not dominate the classroom discussion, and (c) the students receive regular feedback on their class performance during the school term [17][18][19][20][21]. A general consensus is that course content created by student-produced video assignments generates more student engagement and learning opportunities than more passive learning in watching and learning from instructor created videos [22][23][24].…”