Reading Time: 4 minutes
I remember that fateful day clearly, back in March 2020, when we were first told “Go home. We’re going remote.” On the way out the door, one of my colleagues said, “This changes everything.” At the time, I thought they were overreacting. My focus was on health and safety. Naively, I thought the COVID-19 pandemic would pass quickly, and we would soon return to normal.
Rarely have I been so wrong about so many things.
As a communication professor for more than thirty years, I assumed public speaking meant speaking in-person, in public. At the beginning of remote learning, I instructed students to present speeches on Zoom in much the same way I had when our classroom was live, in-person. However, after several semesters of trial and error, I finally appreciated the truth of my colleague’s statement. Everything had changed. While many of the skills required for effective public speaking remotely were the same as public speaking in person, teaching additional skills was necessary.
Public speaking skills: critical for career success
Happily, I discovered learning these remote public speaking skills would not only support students’ academic success but would also support their long-term workplace success. According to research in Cengage’s Career Readiness eBook, 98.5% of employers think communication skills are very important. Additionally, LinkedIn ranked communication as No. 1 on their 2024 list of overall most in-demand skills. Ultimately, this is a skill that will only benefit students in the long run. So, how can students hone this skill?
When it comes to public speaking in any environment, practice is always key. Experts often suggest students give practice presentations, paying close attention to things like their body language, tone of voice and breath control. Practicing in front of others can also be tremendously helpful when preparing.
The challenge of incorporating peer feedback skills in remote teaching
Providing constructive feedback is an essential skill for remote public speaking. Teaching my students how to provide constructive feedback had always been an integral part of my in-person public speaking curriculum.
First, I would offer a lesson with guidelines on how to offer constructive feedback. Then, students would be responsible for completing a speech critique form of another student’s presentation. And finally, students would reflect on ways they could improve their performance based on the feedback they received. Research suggests this type of peer review process helps students to develop lifelong skills in assessing and providing feedback to others, while simultaneously equipping them with skills to self-assess and improve their own speeches.
When I had a full class of face-to-face students, integrating these types of peer review experiences into my public speaking curriculum was relatively easy. However, I quickly learned that the remote learning environment presented a new set of peer review challenges. Just recording speeches to a viewing platform wasn’t enough to replicate the learning opportunities of the in-person experience. Ideally, students needed to be able to record their speeches for asynchronous viewing by the instructor and the assigned students, who would then offer written constructive feedback for the presenter and other peer reviewers to consider. These requirements seemed like a tall order but, amazingly, MindTap, Cengage’s online learning platform, provided me with exactly what I needed.
Using MindTap to teach remote public speaking skills
Prior to my public speaking courses shifting to remote learning, I had already been using online MindTap activities to supplement the print versions of my textbooks. After the pandemic, I began to rely more heavily on MindTap activities. I found using MindTap filled in some of what was lost from my students’ in-person experience, keeping them more engaged. Additionally, using the MindTap Bongo Present activities, which are available with many of the Communication Studies eBooks, solved a number of practical dilemmas including how to systematically evaluate their performance.
Present Bongo activities, found in the MindTap learning path, help students become more comfortable with the act of speaking to a camera while being recorded to a screen through a variety of topic-specific, impromptu-style, low-stakes public speaking opportunities.
Present activities can also be used as an effective delivery and evaluation system for more formal public speaking presentations, such as pre-planned informative or persuasive speeches. When students record their speech, in addition to receiving feedback and a grade from me, they can also receive feedback from other class members, either by a rubric-based peer review or live, real-time comments.
Having the option to assign three or more reviewers for each speech provides additional benefits, for both the reviewer and the speaker. As reviewers, students get to see a wider range of work, and as speakers, they get more feedback on their presentations. If multiple reviewers make the same suggestion, a speaker may be more likely to take that suggestion to heart.
The pathway to public speaking success in a remote setting includes setting aside time to rehearse and record presentations and asking colleagues for constructive feedback. In much the same way, MindTap Bongo activities provide students the opportunity to practice their speaking skills, learn from the review/feedback process and, ultimately, to succeed in our remote age.
Written by Sheryll Reichwein, MA, Adjunct Professor of Communication at Cape Cod Community College
Interested in exploring how MindTap Bongo Activities can help your students develop remote public speaking skills effectively?
The post Teaching Public Speaking Skills for Our Remote Age With MindTap Bongo Present Activities appeared first on The Cengage Blog.
Reading Time: 4 minutesI remember that fateful day clearly, back in March 2020, when we were first told “Go home. We’re going remote.” On the way out the door, one of my colleagues said, “This changes everything.” At the time, I thought they were overreacting. My focus was on health and safety. Naively, I thought the COVID-19 pandemic […]
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