Teaching virtual presentation with a theory‐based feedback intervention: An experiential class project for the postpandemic era

Abstract

AbstractThis study draws from feedback intervention theory and professional communications theory to present a versatile, experiential class project to develop and improve students’ virtual communications and presentation skills by combining hard and soft‐skill development, multisource feedback, and self‐reflection. After successfully using this class project for four semesters, data were collected from six graduate classes (N = 145) to assess the project's effectiveness and students’ perceptions. Positive student feedback, control group–trained group comparisons, and the trained group's Time 1–Time 2 performance comparisons provide supportive evidence for the effectiveness of the project as a valuable learning tool in helping students develop virtual communication and presentation skills. As companies and institutions across industries continue to utilize virtual work arrangements, this project will be a useful tool for preparing students for the postpandemic digital business world.