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Cognitive And Affective Learning In The Basic Course: Effects Of Delivery Format, Immediacy, And Communication Apprehension, Susan J. Messman, Jennifer Jones-Corley, David Mezzacappa, Deborah J. Crusan
Cognitive And Affective Learning In The Basic Course: Effects Of Delivery Format, Immediacy, And Communication Apprehension, Susan J. Messman, Jennifer Jones-Corley, David Mezzacappa, Deborah J. Crusan
English Language and Literatures Faculty Publications
A quasi-experimental design was used to investigate changes in learning outcomes for students enrolled in large-lecture/break-out sections versus in self-contained sections of the basic communication course.More precisely, the study explores the relationship between communication apprehension, immediacy and learning outcomes for the two class formats.Results indicate that students' cognitive learning outcomes are slightly higher in the large-lecture/break-out sections versus self-contained sections. In addition, affective learning decreases for all students from the first day of class and slightly more for students in the large-lecture/break-out sections. However, when the teacher is perceived as highly immediate, there is no difference in formats. (Contains 5 …
Report And Recommendations Of The General Education Task Force
Report And Recommendations Of The General Education Task Force
Undergraduate Curriculum and Academic Policy Committee General Education Program
The General Education Task Force (GETF) was charged by the Faculty Senate on December 1,1997, with making recommendations for the revision of General Education (GE) at Wright State University. This is the subsequent report proposed a new framework that will enable faculty to provide a curriculum in General Education that is more balanced across the four areas required in the Ohio transfer module, i.e. writing and mathematics; natural sciences; social sciences; and, humanities.