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Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education
ARTICLE

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Educational Research Review Volume 14, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

Developing oral presentation competence is an essential objective in higher education. However, a comprehensive picture of effective learning environment characteristics for encouraging oral presentation performance is lacking hitherto. This review identifies and classifies relevant studies with the aim of deducing a set of design principles with underlying conceptual and empirical argumentations for developing this competence. Fifty-two publications from the last 20 years were selected through a systematic search in four scientific databases. Subsequently, all studies were categorized with respect to student characteristics, learning environment characteristics, learning processes and outcomes. The synthesis of these studies resulted in the formulation of seven design principles, addressing the instruction, learning and assessment sides of the learning environment. These design principles include the following learning environment characteristics: learning objectives, learning task, behaviour modelling, opportunity to practice, intensity and timing of feedback, peer assessment and self-assessment. Finally, an agenda for future research is discussed.

Citation

van Ginkel, S., Gulikers, J., Biemans, H. & Mulder, M. (2015). Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education. Educational Research Review, 14(1), 62-80. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2015.02.002

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