Discussion: COE 510F | The Evolution of Video Technology: Public Communication, Self-Evaluation, and the Meaning Extraction Helper

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2014-09-05T15:03:27-06:00

Friday, September 26: 10:30 - 11:00am

Abstract:
Video continues to be used in basic courses as a way for students to self-evaluate their speech. In this study, students (N = 71) viewed their speeches and generated written self-evaluations, which were categorized based on differences between students’ self-estimated and earned grades. These composite scores resulted in three categorizations: under-, accurate-, or over-estimators. Utilizing the Meaning Extraction Helper software we coded the qualitative data to identify specific categories in student self-evaluations. Results indicate unique categories and subcategories for each estimator type, and minor subcategory similarities across estimators. Findings discuss estimator perceptions influencing how student understanding of their speechmaking abilities.

Description:
Our presentation will center on how video captures communicative performances in correspondence with student self-evaluations. We will discuss the evolution of video in relation to the basic communication course, and how these video technologies have become a permanent feature to aid students in reflection, continuation, and/or modification of communicative behavior. Additionally, our presentation will focus on the feedback provided by video and how video impacts student self-awareness and the ability to improve their speaking competencies for subsequent speaking occasions. Essentially, the use of video allows students to serve as their own source of feedback. Specifically, the research portion of our presentation will discuss how viewers perceive their estimated and actual performances. The presentation will discuss previous findings on the difference between students’ estimated earned grade minus their actual grade earned for both speeches (e.g., under-estimators, accurate-estimators, or over-estimators). We found that the majority of students were over estimators. Next, our discussion will highlight best practices for educators to assist viewers in modifying their performances based on their estimation skills. These findings illustrate how students estimate their communication performance differently based on their perceived public speaking capability. To conclude, our presentation will involve audience interaction through question and answer about how to integrate, improve, and enhance their current practices.

Presented by: Luke LeFebvre, Iowa State University & Leah LeFebvre, University of Wyoming
email: lefebvre@iastate.edu; leah.lefebvre@uwyo.edu