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Full-Text Articles in Higher Education
Sociocontructivist Theory In An Arts-Integrated Curriculum, Linda Allen-Mckay Aulgur
Sociocontructivist Theory In An Arts-Integrated Curriculum, Linda Allen-Mckay Aulgur
Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice
No abstract provided.
Jack's Crab: Learning From Our Studies, Caroline Owens, Cecily Ryan
Jack's Crab: Learning From Our Studies, Caroline Owens, Cecily Ryan
Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice
No abstract provided.
Predictors Of Self-Perceptions Of Behavioral Competence, Self-Esteem, And Willingness To Communicate: A Study Assessing Impact In A Basic Interpersonal Communication Course, Sherwyn P. Morreale, Michael Z. Hackman, Michael R. Neer
Predictors Of Self-Perceptions Of Behavioral Competence, Self-Esteem, And Willingness To Communicate: A Study Assessing Impact In A Basic Interpersonal Communication Course, Sherwyn P. Morreale, Michael Z. Hackman, Michael R. Neer
Basic Communication Course Annual
Considering the emergent role of evaluation in higher education, it is important that assessment procedures be developed for all communication courses. Courses such as public speaking already have well established assessment programs while other courses are in need of additional attention. This article describes an assessment program that examines the impact of an interpersonal course on undergraduates' self-perceived behavioral and affective competence. Using a pre- and post-test model, assessment was based on administration of the Communication Behaviors Inventory, the Rosenberg Self-Esteem Scale, and the Willingness to Communicate Scale. These outcomes were measured as a function of gender, age, and ethnicity. …
Learning Style Preferences And Academic Achievement Within The Basic Communication Course, Charles A. Lubbers, William J. Seiler
Learning Style Preferences And Academic Achievement Within The Basic Communication Course, Charles A. Lubbers, William J. Seiler
Basic Communication Course Annual
Students enrolled in a basic communication course taught using the personalized system of instruction (PSI) were studied to determine the influence of learning style preferences on academic achievement. The twenty measures of the Canfield Learning Style Inventory (CLSI) were regressed with three measures of student academic achievement. Eight of the twenty were significant in at least one of the three equations. Two of the learning style measures (class organization and performance expectations) were significant with all three measures of achievement. Two applications of the findings for basic course instructors are presented.
Basic Communication Course Annual Vol. 10
Basic Communication Course Annual Vol. 10
Basic Communication Course Annual
Full issue (174 pages, 6.4 MB)