MGT 110 California State University Teaching Virtual Skills Presentation

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Zreprqrf2019

Business Finance

MGT 110

California State University Fresno

MGT

Description

Need a Powerpoint made. All information will be given just need to construct the Powerpoint. Use the information in the outline to make the Powerpoint. The assignment is about how Virtual learning can be improved and by using the Outline given should be no problem addressing it. Also, the grading for how the assignment should look has been attached so make sure that Powerpoint matches the grading rubric.

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Background a. Personal Experience Prior to shifting to being completely online due to COVID, we each experienced virtual learning to some capacity. We had online courses, or hybrid courses, in which virtual learning was integrated. As the effects of COVID began, virtual learning and working became even more prominent. Ultimately leading to job positions and internships being completely online as well. b. Observations One initial factor that we realized immediately was that with virtual learning comes a lot of responsibility and time management. It’s much easier to forget assignments, or put things off, due to intangibles. Moreover, interaction with professors and classmates proves to be more difficult, and more of an effort. It requires us to adapt to change, as well as establish more technological skills. For example, most of us students are at home, with family members and in different environments, which can prove to be more difficult due to the lack of an organized “classroom environment” (Hammond, Lightfoot, Ray, Thomas, 2020). Although some have argued in person learning is more effective, 95.6% of students from Tashkent State University of Economics for example, said that online learning or distance learning has actually been quite a positive experience, because it’s allowed students to learn anywhere at any time (Sultanova & Nigmatova, 2020). Introduction Management 110, a core class in the California State University, Fresno, has recently adapted to providing its teachings in an online environment. Although faculty are doing their best to provide quality education, there are multiple issues that need to be addressed and resolved to improve the quality of class and learning experiences. a. Statement of the problem The two main problems currently requiring more attention include, improving the peer evaluation system and the teaching of virtual skills and useful platforms. b. Thesis To absolve these issues, we must improve interaction and organization throughout the course and to improve the peer evaluation system we recommend setting appropriate criteria and clear concise expectations of the process, and a detailed rubric that is easy to follow that is. Body Section One a. Introduce Problem #1: Teaching Virtual Skills and Useful Platforms The lack of virtual skills and useful platforms can either make or break an organization. The lack of peer interaction and motivation all contribute to an inadequate learning environment. By implementing new platforms to address these issues, communication, interactive skills, selfmotivation, and time management will all become much more developed and result in a more successful virtual learning platform. b. Explain why this a problem and its effects i.Who is affected by it Students may be suffering the most in a virtual environment. There are a number of potential drawbacks students are facing while participating in an online course. • • Lack of peer interaction o “Literature suggests that a strong and active social life on campus can be “used to explain both high persistence and learning satisfaction” (Rovai, et al., 2005, p.4) amongst learners, thus leading one to believe that the lower persistence rates of online courses are caused by a lack of community and social connectedness in an online learning environment.” (Gilbert, 2015). o “The social and emotional aspects of learning is as important as the technical information taught to students” (Donlevy, 2003) Set of skills needed to improve peer interaction: communication and interactive skills • • Lack of Motivation o “Students must also be capable of evaluating the motivating factors that will contribute to the continuance of momentum for the duration of the course” (Gilbert, 2015) o Students lacking motivation can easily lose sight of their goals o “Students who lacked independence and self-motivation overall had lower success rates than their counterparts” (Savenye, 2005). Set of skills needed to improve student motivation: Time management and self discipline c. Recommendation to Problem #1: To improve the critical skills relating to function in a virtual environment, we must improve communication and interaction throughout the course in order to motivate and create effective time management habits within the student. By using virtual reality through apps and/or a VR headset, each student could improve their interactive and communication skills while also improving their ability to manage time better and self motivate themselves in their new immersive environment. i.Why we will implement The implementation of virtual reality will allow students to interact directly with their subject. Interacting with the subject matter is very important to retaining the material. “On an average, the brain is capable of remembering 10% of what students read, 20% of what they hear and about 90% of what is being done or stimulated” (Prakash, 2019). Studies have shown that this direct interaction that virtual reality provides has shown to be a great way to improve upon and practice skills such as communication and collaboration as well. According to EdTech magazine, a “project called Virtual reality Opportunities to Integrate Social Skills (VOISS) created a series of virtual situations for students with high-functioning autism to learn how to work, talk and collaborate with their peers in various school settings, giving students the freedom to evolve their soft skills in a safe environment” (Zimmerman, 2019). This project can easily be applied to a classroom setting and allow students to improve said skills; specifically communication and interactive skills. Virtual reality can also allow students to improve their self-motivation and time management skills by allowing them to focus on their work. According to Naveen Joshi, “ attention spans of children born in the age of digital technology are decreasing rapidly. The brains of young children are constantly exposed to stimulation due to smartphones, social media, and the internet” and adds “AR and VR technology can make lectures and books more immersive and interactive, which can reduce distraction” (Zimmerman, 2019). A decrease in distraction among students is bound to help them manage their workload and increase their overall motivation for school. Students can focus directly on their material and shut out the outside world that would normally leave many unable to complete the work at hand. The implementation of virtual reality ultimately will allow students to better improve their timemanagement and self-discipline skills. Body Section Two a. Introduce Problem #2: Improving the Peer Evaluation System The peer evaluation system, flawed by giving free-riders full credit for not doing low to no work on a project, is in need of improvement. Having an effective evaluation system is important for influencing equal distribution of work and group duties. Students generally thought that an effective outcome of peer evaluations is when it’s used to determine peers’ grades and reduce uneven workload (Chen & Lou, 2010). a. Explain why this a problem and its effects Peer review is evident, because it is a learning process for the students to get critique and get feedback from other classmates. However, it allows students to engage in providing constructive criticism. Cornell University states peer evaluation helps with self-learning and students are able to help each other (Cornell University, 2020). The problem underlies with some students who do not fully engage in the peer evaluation system. As a result, students are affected because they are unable to receive the same type of feedback as they should be. Some students find discomfort in having another student see their work (Armstrong and Bound, 1983). b. Who is affected by it Many students are affected by this situation due to having poor peer evaluation members that aren’t as devoted to fixing and trying to improve their work. c. Recommendation to Problem #2: Providing clear and effective ways to improve the work on the individual and offer suggestions will prevent mis interpretations. Coincidentally, when students' grades are tied directly to how they are scored in their evaluation, students tend to put more effort. The only cost on improving the structure of the peer evaluation system is having set criteria and clear expectations of the process, and a detailed rubric that is easy to follow that is concise (Schankman, 2015). To make the rubric more concise would be to include a context, organization, material, and then rate the performance of each task from one through a scale out of five. c. How we will implement Using sources like Google Forms or Qualtronics makes the peer evaluation process more efficient. It allows all of the students to connect with each other and it’s easier to keep track of what needs to be done. Conclusion Our recommendations are both cost effective and with the correct implementation MGT 110 will see an improvement in virtual skills and will significantly improve the peer review process. Reference Page Chaney E. G. (2001). Web-based instruction in a Rural High School: A Collaborative Inquiry into Its Effectiveness and Desirability. NASSP Bulletin, 85(628), 20-35. Duarte, D. L., & Snyder, N. T. (2006). Mastering virtual teams: Strategies, tools, and techniques that succeed. San Francisco, CA: Jossey-Bass. Gilbert, Brittany, "Online Learning Revealing the Benefits and Challenges" (2015). Education Masters. Paper 303. https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1304&context=education_ETD_masters G. Peer evaluation - Teaching improvement guide. (n.d.). Google Sites. https://sites.google.com/a/uwlax.edu/teaching-improvement-guide/improvementstrategies/assessing-learning/i-peer-evaluation Hammond, T., Lightfoot, R., Ray, S., & Thomas, S. (2020, June 22).Creating and Implementing an Online Course Etiquette Appreciative Agreement: Recommendations and Insights for Updating Course Material and Social Expectations to Aid in the Transition to Online Learning During the COVID-19 Pandemic. Retrieved from https://oaktrust.library.tamu.edu/handle/1969.1/188237 Prakash, V. (2019, January 09). 8 Ways To Enhance The Learning Process In Online Education. Retrieved from https://elearningindustry.com/learning-process-in-online-education-8-waysenhance Peer assessment in problem-based learning: A qualitative study. (2006, October 28). https://link.springer.com/article/10.1007/s10459-005-5046-6#citeas Peer review of teaching. (n.d.). Welcome | Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-review-teaching Savenye, W.C. (2005). Improving Online Courses: What is Interaction and Why Use It? (Undetermined). Distance Learning, 2(6), 22-28. Sultanova, D. & Nigmatova, D. (2020, July). The Needs of Implementing Distance Learning In Higher Education. Retrieved from: https://cyberleninka.ru/article/n/the-needs-of-implementing-distancelearning-in-higher-education-the-case-of-uzbekistan-as-an-example Thomson, L. D. (2010). Beyond the Classroom Walls: Teachers’ and Students’ Perspectives on How Online Learning Can Meet the Needs of Gifted Students. Journal of Advanced Academics, 21(4), 662-712. Yining Chen & Hao Lou (2004) Students' Perceptions of Peer Evaluation: An Expectancy Perspective, Journal of Education for Business, 79:5, 275-282, DOI: 10.3200/JOEB.79.5.275-282 Zimmerman, E. (2019, June 05). AR/VR in K–12: Schools Use Immersive Technology for Assistive Learning. Retrieved from https://edtechmagazine.com/k12/article/2019/08/arvr-k-12-schoolsuse-immersive-technology-assistive-learning-perfcon MGT 110 Virtual Final Case Rubric Use of Benchmarking (20) Weak (72 or less) Useful benchmarking but examples are not present. Very little detail, logic Detail, Logic, & Feasibility of demonstrates a misunderstanding of the Recommendations issues, and recommendations (25) are not realistic or able to be implemented. Presentation Quality & Technology (15) Timing (5) Application of Course Materials (25) References / Support (10) Moderate (73-81%) Some benchmarking used, but application or connection not made clear. Some level of detail, recommendations are generally supported with clear, sound reasoning, and recommendations can potentially be implemented. Poor presentation. Speaker reads or speaks in monotone. Speaker speaks too fast or cannot be understood. Poor quality audio. Visual aids have errors or are distracting and low quality. Satisfactory presentation containing no major errors. However, minor issues may be present (e.g., distracting speech, not well rehearsed, audio or video could be improved). Presentation not within the required 6-7 minutes in length. Presentation was within the required 6-7 minutes in length but was “dragged out” or “rushed” to fit the time. Research from the course was connected and applied to the case to support recommendations. Research from the course was lacking or not well connected to the case material. Lacks a minimum of five quality references cited within the project. 5-8 quality references are cited and used within the project. Strong (82-100%) Multiple benchmarks used to clearly illustrate responses. Statements supported with adequate detail, recommendations are always supported with clear, sound reasoning, and recommendations can be implemented. High quality presentation (audio & video). Speakers are well-rehearsed, polished, and professional. Presentation was within the required 6-7 minutes in length and had an appropriate pace Research from course (and external resources) was connected and applied to the case to support recommendations. 9+ quality references are utilized and cited in APA style.
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MGT 110 Virtual Case

Presenter Name
Instructor
Course
Date

Introduction


Management 110 has adapted to the provision of the online environment teaching due to the
Covid-19.



There are several issues that arise from online learning that needs to be resolved to improve
learning experience hence improve quality education.



However, some people argue that online learning is effective. For example, students from
Tashkent State University of Economics claim that online learning has positive effects
since it has allowed them to learn anywhere at any time (Sultanova & Nigmatova, 2020)



Two main problems that require the most attention includes:
1.

Teaching Virtual skills and useful platforms

2.

Improving the peer evaluation system.

Problem 1: Teaching of Virtual Skills and availability of
Useful Platforms



Students suffer the most in a virtual environment.
The following are the potential disadvantages that the students face while participating in
online classes:



Absence of peer interaction – Literature claims that an active social life while learning can be
used to explain learning satisfaction hence promote learning (Rovai, et al., 2005, p.4). T...


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