Teaching public speaking without the public: making a case for virtual audiences

Abstract

This exercise was undertaken to determine whether using a closed video presentation platform as part of a first-year university course could be an aid in teaching public speaking, which could, in turn, support the use of such a system in a blended learning environment. We reviewed grades given by self and peers on video presentations, as well as grades given by instructors and markers in similar in-class presentations, then asked students questions on the effectiveness (n-115). The preliminary findings indicate that students gained confidence from using the video platform, which correlated with improved public speaking skills. We also found, in the first of three tracked assignments, a correlation between the grades given by peers (on video) and the grades given by instructors (in-class) indicating the students' ability to assess themselves and their peers in a manner similar to the instructors'. We conclude that public speaking can be taught without the public.