Interpersonal and Small Group Communication Commons^™

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Basic Communication Course Annual

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Basic Communication Course Annual Vol. 24

Basic Communication Course Annual

Full issue (298 pages, 12.1 MB)

Index Of Titles And Authors, Volumes 1-22

Basic Communication Course Annual

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Front Cover

Basic Communication Course Annual

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Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

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Editor's Page, David W. Worley

Basic Communication Course Annual

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Contents And Abstracts

Basic Communication Course Annual

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Immediate Feedback: A Means Of Reducing Distracting Filler Words During Public Speeches, Michael Hazel, Colleen Mcmahon, Nancy Schmidt

Basic Communication Course Annual

Research demonstrates that immediate feedback is effective for speech instruction (King, Young & Behnke, 2000; Smith & King, 2004). However, feedback interventions can be a double-edged sword depending on the type of feedback and performance task (see Kluger & DeNisi, 1996). Thus, given the mixed effects reported in feedback intervention research, the present studies examined an immediate feedback intervention aimed at reducing distracting filler words during public speeches in a classroom setting as well as how the intervention impacted state/trait anxiety and self-perceived communication competence.

Results from study one indicate that immediate feedback effectively reduces filler word use during speeches …

A Grade-Norming Exercise To Increase Consistency And Perceived Consistency In Grading Among Public Speaking Instructors, Bessie Lee Lawton, Mary Braz

Basic Communication Course Annual

This study reports the results of a grade-norming training exercise in a mid-Atlantic university. The study’s goals were to improve consistency in grading among Public Speaking instructors, and to see whether self-report normative perception behavior and self-efficacy also improved. Four training sessions on speech evaluation were conducted with a group of instructors over the course of one semester. A control group was asked to evaluate speeches independently at the same time period, but its members did not have any training. Results show that the training led to greater consistency in grading over time in the training group compared to the …

Improving The Basic Communication Course: Assessing The Core Components, Kristen Leblanc, Lori Vela, Marian L. Houser

Basic Communication Course Annual

This study seeks to examine the effective means of assessing whether goals and objectives set within a basic communication course are met. The study outlines specific techniques used to evaluate learning outcomes to ensure that the course retains its relevance and general education status. A pretest-posttest design is utilized to determine whether students’ scores on cognitive, behavioral, and affective assessment instruments improve from the beginning to the end of the semester. Results indicate students’ scores improved on each of the primary learning indicators for the course including: an assessment of communication knowledge, conflict management skills, and intercultural communication apprehension. Discussion …

Rethinking Evaluation Strategies For Student Participation, Kevin R. Meyer, Stephen K. Hunt

Basic Communication Course Annual

Basic communication course instructors encourage student participation in the classroom by employing a variety of strategies, including graded participation. The present study examined the methods that basic course instructors use to facilitate and assess student participation in the classroom through focus groups interviews exploring how students perceive graded participation in the basic course. The findings suggest that while there are conditions in which the focus group students enjoy participation, there are also conditions in which they perceive such strategies as a power issue for instructors and reject the notion that participation accurately measures their level of involvement and learning in …

Tales Of Teaching: Exploring The Dialectical Tensions Of The Gta Experience, Jennifer M. Hennings

Basic Communication Course Annual

In universities across the United States, an increasing number of departments are turning to graduate teaching assistants (GTAs) to teach introductory courses. As GTAs assume a larger percentage of university teaching responsibilities, it becomes even more important to understand the tensions and challenges that GTAs face. The majority of research on GTAs focuses on the perceptions of students and GTA supervisors, and few researchers have talked directly to GTAs. This research fills that gap by studying the GTA experience from the GTA perspective. Using relational dialectics theory, this study identifies three key tensions that emerge from GTAs’ stories about role …

Assessing The Impact Of Learning Communities As An Alternative Delivery Model For The Public Speaking Course, Katherine N. Kinnick, Emily Holler, Marla Bell

Basic Communication Course Annual

This study provides empirical evidence of the impact of learning communities on outcomes for public speaking students, including grades, speaking anxiety, and student and instructor perceptions. Subjects (n = 236, half of whom took the course in freshman learning communities and half in traditional sections) perceived the learning community as the preferable environment for public speaking, and students with greater speaking anxiety were more likely to self-select into learning communities. Perception, however, was not reality: Participation in a learning community made no measurable difference in terms of course outcomes of grades or decline in speaking anxiety.

The findings challenge assumptions …

The Effects Of Using Peer Workshops On Speech Quality, Public Speaking Anxiety, And Classroom Climate, Melissa A. Broeckelman-Post, B. Scott Titsworth, Leann M. Brazeal

Basic Communication Course Annual

This field experiment answered the call to explore alternative pedagogies in communication by testing the use of structured peer workshops in public speaking courses. Peer workshops use systematic and structured peer feedback to assist students in improving their speeches. While strong theoretical reasons for using workshops have been advanced, and evidence from other disciplines suggest that they are effective, no research has specifically examined their use in public speaking. Results of our study show that peer workshops are a viable pedagogical option because they improve students’ speech grades, reduce public speaking anxiety, and improve perceptions of classroom climate. When comparing …

Students’ Communication Predispositions: An Examination Of Classroom Connectedness In Public Speaking Courses, Robert J. Sidelinger, Scott A. Myers, Audra L. Mcmullen

Basic Communication Course Annual

The connected classroom climate centers on supportive student-to-student communication in the classroom, and may provide students enrolled in public speaking courses with a safe and comfortable haven to present speeches.

This study examined student connectedness in public speaking courses and it’s affect on students’ (N = 368) communication abilities. Results revealed positive perceptions of student connectedness related to decreases in public speaking anxiety and public speaking apprehension, as well as increases in perceptions of communication competence.

These outcomes suggest public speaking instructors should consider the relationships that exist among students and how they may further encourage connectedness in their classrooms.

Author Biographies

Basic Communication Course Annual

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Submission Guidelines

Basic Communication Course Annual

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Back Cover

Basic Communication Course Annual

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Basic Communication Course Annual Vol. 23

Basic Communication Course Annual

Full issue (322 pages, 11.6 MB)

Editor's Page, David W. Worley

Basic Communication Course Annual

No abstract provided.

Index Of Titles And Authors, Volumes 1-21

Basic Communication Course Annual

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Competent Public Speaking: Assessing Skill Development In The Basic Course, Judy C. Pearson, Jeffrey T. Child, Liliana L. Herakova, Julie L. Semlak, Jessica Angelos

Basic Communication Course Annual

Effective public speaking skills are essential for a successful life. The authors provide an overall assessment of the basic public speaking course by examining fifteen student attributes divided into three categories (course engagement characteristics, dispositions, and demographics) hypothesized to affect learning and public speaking skill development in the basic course. A four-step hierarchical multiple regression tested two research questions (N = 709). Course engagement characteristics improved students’ public-speaking grade averages, but dispositions did not. The effects of demographic characteristics, particularly biological sex, were not eliminated after controlling for course engagement and dispositional factors (twelve variables). Implications and limitations of the …

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

A Life Of Scholarship And Service To The Communication Discipline: Celebrating Lawrence W. Hugenberg, Jeffrey T. Child

Basic Communication Course Annual

A tribute to the Basic Communication Course Annual's founding editor, Lawrence W. Hugenberg, who died on August 11, 2008.

Assessing Preemptive Argumentation In Students’ Persuasive Speech Outlines, Kevin R. Myer, Ryan R. Kurtz, Jamie L. Hines, Cheri J. Simonds, Stephen K. Hunt

Basic Communication Course Annual

The purpose of the present study was to determine if critical thinking skills, a key component of basic communication course pedagogy, can be assessed through students’ use of preemptive argumentation. Persuasive speech outlines were coded to determine if preemptive argumentation was present in students’ speeches and to determine the quality of preemptive argumentation. The results indicated that the majority of outlines contained preemptive argumentation. However, of those speeches containing preemptive argumentation, the majority of outlines employed low-quality preemptive argumentation. Finally, the findings revealed that the quality of preemptive argumentation employed in the persuasive speech outlines did not predict the students’ …

The Influence Of Instructor Status And Sex On Student Perceptions Of Teacher Credibility And Confirmation Across Time, Roxanne Heimann, Paul Turman

Basic Communication Course Annual

Universities continue to rely heavily on graduate teaching assistants (GTAs) to teach many of their entry level courses, with limited research emphasizing student perceptions of GTAs. With this in mind, the purpose of this investigation was to assess the combined influence of instructor status (GTA vs. Professor) and sex on student perceptions of teacher credibility and confirmation behaviors across time. Results from the repeated measures analysis indicated interaction effects for instructor sex and time, whereby female instructors (regardless of their status) were perceived to have higher levels of character, trustworthiness, and perceived caring. Three-way interaction effects emerged for instructor confirmation …