Higher Education Research and Development Society of Australasia
Higher Education Research & Development vol:33 issue:2 pages:256-271
The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with observational learning would outperform learners in the
practice only condition. The results suggest a significant differential impact on development of oral presentation skills. This impact of the observational learning
training approach is only found in a limited number of evaluation criteria.
Results additionally suggest that students are highly motivated to learn this type of skill. Interaction effects between student characteristics and instructional interventions were not significant.