Integrating Telecommunication Technology in a Professional Communication Skills Course

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)12_Chapter in an edited book (Author)peer-review

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Original languageEnglish
Title of host publicationFurther case studies of improving teaching and learning from the Action Learning Project
EditorsDavid Kember, Sally Candlin, Louisa Yan
Place of PublicationHong Kong
PublisherAction Learning Project
Pages191-206
ISBN (Print)9623672950
Publication statusPublished - 2001

Abstract

This project aimed to introduce appropriate telecommunication technology into a Professional Communication Skills course taken by students in the second year of a BA (Hons) in English for Professional Communication (BAEPC) programme. The two-year project consisted of two cycles, each having two streams in the Action Research Spiral of initial reflection, planning, action observation, and reflection. Built upon this five-stage Action Research Spiral model (Kember, & Kelly, 1993; Lewin, 1948/1988), three semester-long projects were designed to reflect the action learning process in conjunction with the use of telecommunication technology. These projects were the Fast-food Restaurant Industry and Intercultural Communication in Stream 1, and Industry Analysis in Stream 2.
Multiple evaluation procedures were used to measure the effectiveness and efficiency of the project from differing perspectives and at various times during the course of the project. The evaluation aimed at uncovering specific impressions, problems, and suggestions for improvement. During the course of the Action Learning Project, three measurement procedures were employed: focus group discussions, debriefing and questionnaires.
The outcomes of the Action Learning Project yielded four main gains. First, the use of telecommunication technology enhanced the learning efficacy of the students by helping them share information and consequently improved their learning through a co-operative learning strategy. Secondly, the experienceof seeking interviewees (both expatriate and local managers) to grant interviews enhanced their persuasive communication and interviewing skills. In particular, students reflected deeply on how learning occurs through these hands-on experiential semester projects. Thirdly, students gained direct exposure to Hong Kong business professionals and US business major students through collaboration on semester projects. A business and intercultural communication environment was fostered. Fourthly, pedagogical research data were gathered in the form of video- and audio-tapes of debriefings, samples of participants’ writing, and the questionnaire responses that will be entered into a database for future research. From a pedagogical perspective, the data can be used to formulate future research focused on improving teaching and learning in the Professional Communication Skills course. In-depth evaluation measurements can produce data which demonstrate that teaching has been effective in preparingstudents for work in the corporate world.

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Citation Format(s)

Integrating Telecommunication Technology in a Professional Communication Skills Course. / Du-Babcock, Bertha; Taylor, Andrew; D. Babcock, Richard.

Further case studies of improving teaching and learning from the Action Learning Project. ed. / David Kember; Sally Candlin; Louisa Yan. Hong Kong : Action Learning Project, 2001. p. 191-206.

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)12_Chapter in an edited book (Author)peer-review