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Measuring the Impact of Course Modality on Student Knowledge, Performance and Communication Apprehension in Public Speaking Pedagogy
- Author(s):
- L. MEGHAN MAHONEY, BESSIE LAWTON ANITA FOEMAN
- Editor(s):
- Jyotirmaya Patnaik (see profile)
- Date:
- 2018
- Group(s):
- Communication Studies, Cultural Studies, Digital Humanists, Feminist Humanities, Information Ecosystems
- Subject(s):
- Communication--Study and teaching, Public relations, Digital communications, Student movements, Education, Distance education
- Item Type:
- Article
- Tag(s):
- Hybrid classroom, blended learning, modality assessment, public speaking instruction, Communication studies, Digital communication, Student activism
- Permanent URL:
- http://dx.doi.org/10.17613/jr81-y656
- Abstract:
- This research explores how integrating course modality changes through blended learning technologies impacts the framework of public speaking curriculum. Public Speaking is a unique area of study, as it involves a large number of student performances, requires a small class size, and incites increased communication apprehension in students. Authors of this study incorporated a blended learning course change to tackle these challenges. Through quantitative assessment comparing student knowledge, performance/skills, and communication apprehension between a blended course modality versus traditional face-to-face classes, more is understood regarding the impact of modality on public speaking pedagogy. Results of this study demonstrate how a blended learning modality of instruction is able to enhance the quality of instruction, specifically by increasing student knowledge, improving performance/skills, and lowering communication apprehension. Challenges of hybrid modality are also discussed.
- Metadata:
- xml
- Published as:
- Journal article
- Status:
- Published
- Last Updated:
- 2 years ago
- License:
- All Rights Reserved
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