Abstract
An issue with conducting presentations in class is the one-off nature of the activity. Students present their topic and have little idea of how their own performance was except for their feelings and the grade they eventually receive from the teacher. However, improved access to mobile technology for both educators and students, coupled with the enhanced functionality of higher education learning management systems (LMS), has provided additional opportunities for the teaching of presentation skills in the classroom. One such opportunity is combining mobile devices, YouTube, and LMSs to allow students to record, upload, watch, and give both peer and self-feedback on in-class presentations. This presentation will at first outline the need for peer review with oral presentations, focusing on the skills students can improve by watching and giving comments on both their own and their classmates presentations. The presenter will then outline the results of a survey related to the use of video and peer review by 45 students in a private university in Western Japan. The results of the survey in general demonstrated that students felt positive towards the use of video and receiving feedback from their peers in this format. However, some were concerned about the privacy of the videos while others worried about receiving critical feedback from their peers. The presenter will conclude by outlining which skills the students believed would benefit the most from video-based peer feedback.
Author Information
Jeremy White, Ritsumeikan University, Japan
Paper Information
Conference: IICEHawaii2020
Stream: Innovation & Technology
This paper is part of the IICEHawaii2020 Conference Proceedings (View)
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To cite this article:
White J. (2020) The Use of Digital Videos, LMS, Peer and Self-feedback to Improve Presentation Skills ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2020.6
To link to this article: https://doi.org/10.22492/issn.2189-1036.2020.6
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