Literaturnachweis - Detailanzeige
| Autor/inn/en | Gwee, Susan; Toh-Heng, Hwee Leng |
|---|---|
| Titel | Developing Student Oral Presentation Skills with the Help of Mobile Devices |
| Quelle | In: International Journal of Mobile and Blended Learning, 7 (2015) 4, S.38-56 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| DOI | 10.4018/IJMBL.2015100103 |
| Schlagwörter | Handheld Devices; Technology Uses in Education; Oral Interpretation; Quasiexperimental Design; Grade 11; Skill Development; Informal Education; Conventional Instruction; Intermode Differences; Achievement Gains; Oral English; Critical Viewing; Video Technology; Student Attitudes; Observation; Check Lists; Student Surveys; Academic Ability; Teaching Methods; Foreign Countries; Statistical Analysis; Scoring Rubrics; Singapore Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Oral language; Mündlicher Sprachgebrauch; School year 11; 11. Schuljahr; Schuljahr 11; Kompetenzentwicklung; Qualifikationsentwicklung; Informelle Bildung; Nichtformale Bildung; Achievement gain; Leistungssteigerung; Fernsehkritik; Schülerverhalten; Beobachtung; Checkliste; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Scoring formulas; Auswertungsbogen; Singapur |
| Abstract | Video recording is increasingly used in higher education settings to help students develop their oral presentation skills. However, little is known about the effect of video review for bringing about better high school student outcomes in oral presentation in formal (classroom) and informal (out-of-classroom) settings. Using a quasi-experimental design, this study investigated the effectiveness of using video review in developing the oral presentation skills of Grade 11 students in formal and informal settings in Singapore and how students felt about learning oral presentation skills in these settings. Students who viewed their oral presentations in a formal setting had significantly higher effectiveness of group presentation scores than those who viewed them in informal settings using mobile devices. Their presentations were rated more effective, cohesive, and organised. However, students found viewing their oral presentations in informal settings to be effective, engaging, convenient, and that it provided immediate feedback. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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