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Cited by 110Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

The DOI matches its Crossref record; 25 of the 26 references it cites were found in a registry or an index.

Student conceptions of oral presentations

Joughin, Gordon·2007·Studies in Higher Education
DOI 10.1080/03075070701346873
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Abstract

A phenomenographic study of students’ experience of oral presentations in an open learning theology programme constituted three contrasting conceptions of oral presentations—as transmission of ideas; as a test of students’ understanding of what they were studying; and as a position to be argued. Each of these conceptions represented a combination of related aspects of students’ experience, namely, their awareness of the audience and their interaction with that audience, how they perceived the nature of theology, affective factors, and how they compared the oral presentation format with that of written assignments. The conception of the presentation as a position to be argued was associated with a particularly powerful student learning experience, with students describing the oral presentation as being more demanding than the written assignments, more personal, requiring deeper understanding, and leading to better learning. The study draws our attention to the various ways in which students may perceive a single form of academic task and their need to develop their understanding of assessment formats.

Overview

Integrity signals

Registry

Crossref · 10.1080/03075070701346873

Cites

25 of 25 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 26 references

Research works printed but not linked: 13

  1. Hounsell D., 1997, The experience of learning, 106
  2. Hounsell D., paper presented at the European Association for Research on Learning and Instruction, Special Interest Group on Writing, Writing Conference 2000
  3. Hounsell D., paper presented at the European Association for Research on Learning and Instruction, Ninth European Conference for Research on Learning and Instruction Biennial Meeting
  4. Joughin G., 1999, Assessment matters, 146
  5. Laurillard D., 1997, The experience of learning, 126
  6. Marton F., paper presented at the 8th European Conference for Learning and Instruction
  7. Marton F., paper presented at the European Association for Research on Learning and Instruction
  8. Patrick K., 2002, What matters? Discovering critical conditions of classroom learning, 93
  9. Runesson U., 2002, What matters? Discovering critical conditions of classroom learning, 19
  10. Silvey G., 1951, School and Society, 73, 377
  11. Tang K. C. C., 1994, Improving student learning: theory and practice, 151
  12. Thomas P. R., 1984, Human Learning, 3, 227
  13. Tsui A., 2002, What matters? Discovering critical conditions of classroom learning, 113

Cited by

See all 110

Related

Metadata

Authors
Joughin, G.
Affiliations
University of Wollongong (AU)
Corresponding author
Joughin, Gordon
ORCID
Joughin, Gordon
Venue
Studies in Higher Education
Publisher
Informa UK Limited
Published
2007-06
Volume
32
Issue
3
Pages
323-336
ISSN
  • 0307-5079 (ISSN-L)
  • 1470-174X
DOI
10.1080/03075070701346873
OpenAlex
W1993881929
Cited by
110
References
26
Citations by year
2026: 7 · 2025: 10 · 2024: 8 · 2023: 7 · 2022: 10 · 2021: 6 · 2020: 7 · 2019: 9 · 2018: 5 · 2017: 7 · 2016: 2 · 2015: 4 · 2014: 3 · 2013: 5 · 2012: 6
FWCI
17.68
Type
journal article
Language
en
Open access
closed
Locations
  • Studies in Higher Education (publishedVersion)
  • Research Online (University of Wollongong) (submittedVersion)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Higher Education Practises and Engagement
Keywords
oral presentations, student conceptions, theological education, open learning, test format, student learning experience, audience awareness, writing assignments, student assignments, affective factors in learning

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