Abstract—Presentation skills are considered as important
skills in the workplace, in which the ability to give impressive
presentations is needed. Therefore, it is necessary to evaluate
how the presentations are performed in order to develop and
improve presentation skills. This article aims to determine what
evaluations can be used to evaluate student presentations in the
online context learning. This research was conducted using a
Systematic Literature Review (SLR) and a mapping approach,
a process of identifying, categorizing, analyzing, evaluating, and
interpreting articles that have been indexed in a well-known
databases within a timeframe of 2012-2022. The literature
review in this study was reviewed based on the Scopus
databases as the primary source. The results indicate that
teacher evaluation, peer evaluation, self assessment, team
assessment, and formative tests can be used effectively for
evaluating online presentations using video, live online meetings,
online platforms, social media, and game-based applications.
The findings are expected to be useful in developing students’
oral presentation skills and transferable skills. In light of these
findings, this article also offers a number of implications and
recommendations for further research.
Index Terms—Business presentation, communication, evaluation oral presentation, transferable skills
The authors are with the Faculty of doctoral degree in education at the faculty of teacher training and education, Indonesia.
*Correspondence: email@example.com (S.)
Cite: Suroto*, Sunyono, Een Yayah Haenilah, Hasan Hariri, Pargito, and Nanang Trenggono, "Evaluation of Presentation Skills in the Context of Online Learning: A Literature Review," International Journal of Information and Education Technology vol. 13, no. 5, pp. 855-860, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).