Given the central role that excellent presentation skills plays in management, methods for better developing these skills represent an important area of focus in business education. Rapidly evolving distributed (distance) technologies have compelled businesses to reimagine practices in most areas, and presentations are no exception. In the present study, we examine the potential advantages of video presentations—not from the perspective of the audience, but rather from the perspective of the student as immersed in the process of developing individual presentation skills. We crafted a course project where students collaborate to create a video presentation, replacing a more traditional in-class presentation. To test the effectiveness of this new approach, we conducted a study in which measures from multiple course sections using either the new video creation approach or the traditional presentation approach were compared. For the former, we found a significant improvement in students’ presentation skills on five dimensions (central message, supporting material, language, organization, and delivery) as evaluated with the authoritative Oral Communication VALUE Rubric developed by the Association of American Colleges and Universities. We describe the project and the study, and end the article with lessons learned and recommendations for expanding the project’s applications to other courses.

考虑到优秀的演讲技巧在管理中所起的核心作用，更好地开发这些技巧的方法代表着商业教育中一个重要的重点领域。迅速发展的分布式（远程）技术已迫使企业重新构想大多数领域的实践，演示也不例外。在本研究中，我们不是从听众的角度，而是从沉浸在发展个人演示技能的过程中的学生的角度，研究视频演示的潜在优势。我们精心设计了一个课程项目，学生可以协作创建视频演示文稿，以替代更传统的课堂演示文稿。为了测试这种新方法的有效性，我们进行了一项研究，比较了使用新的视频创建方法或传统的演示方法从多个课程部分进行的评估。对于前者，我们发现由美国高校协会开发的权威性口语交流价值专栏评估了学生在五个方面（中心信息，辅助材料，语言，组织和交付）的表达能力有了显着提高。我们将描述项目和研究，并在本文末尾总结经验教训和建议，以将项目的应用程序扩展到其他课程。支持材料，语言，组织和交付），由美国高校协会开发的权威性《口头交流价值评估》评估。我们将描述项目和研究，并在本文末尾总结经验教训和建议，以将项目的应用程序扩展到其他课程。支持材料，语言，组织和交付），由美国高校协会开发的权威性《口头交流价值评估》评估。我们将描述项目和研究，并在本文末尾总结经验教训和建议，以将项目的应用程序扩展到其他课程。