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Public Speaking Versus Hybrid Introductory Communication Courses: Exploring Four Outcomes, Melissa A. Broeckelman-Post, Andrew S. Pyle
Public Speaking Versus Hybrid Introductory Communication Courses: Exploring Four Outcomes, Melissa A. Broeckelman-Post, Andrew S. Pyle
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The purpose of this study was to compare student growth in public speaking and hybrid introductory communication skills courses on four outcomes: public speaking anxiety, self-perceived communication competence, intercultural effectiveness, and connected classroom climate. This study also sought to find out whether there were differences in the achievement of outcomes and growth in each outcome by sex and ethnicity. Data from 908 participants utilized a within-subjects and between-subjects repeat measures design. Results showed that public speaking and hybrid communication courses reduced public speaking anxiety and increased self-perceived communication competence and connected classroom climate a similar amount, but did not significantly …
Application Essays As An Effective Tool For Assessing Instruction In The Basic Communication Course: A Follow-Up Study, Joseph P. Mazer, Cheri J. Simonds, Stephen K. Hunt
Application Essays As An Effective Tool For Assessing Instruction In The Basic Communication Course: A Follow-Up Study, Joseph P. Mazer, Cheri J. Simonds, Stephen K. Hunt
Publications
The assessment of student learning in general education courses is of critical importance in higher education. This study examines the utility of a writing assignment (application essays) in a basic communication course as an effective assessment tool. The authors conducted a content analysis of student portfolios to determine the extent to which application essays provide evidence of student learning in the basic course. The present study extends the findings from recent assessment efforts (Jones, Simonds, & Hunt, 2005) to explore types of mass media events students address in application essays and assess the revisions made to the assignment based on …
Tracking Plagiarism Electronically: First-Year Students’ Perceptions Of Academic Dishonesty And Reports Of Cheating Behaviour In The Basic Communication Course, Joseph P. Mazer, Stephen K. Hunt
Tracking Plagiarism Electronically: First-Year Students’ Perceptions Of Academic Dishonesty And Reports Of Cheating Behaviour In The Basic Communication Course, Joseph P. Mazer, Stephen K. Hunt
Publications
This study explored how electronic submission of course material, intended to deter instances of plagiarism, influenced first-year students’ perceptions of academic dishonesty and reports of cheating behaviour in a large, multi-section basic communication course. Results reveal that electronic submission of course material results in first-year students being less likely to self-report engaging in cheating behaviours and heightens their appreciation and awareness of what constitutes academic dishonesty. Implications for classroom pedagogy, course management, and teacher training are discussed.