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Measuring the Impact of Course Modality on Student Knowledge, Performance and Communication Apprehension in Public Speaking Pedagogy
- Source :
- Media Watch. 8
- Publication Year :
- 2017
- Publisher :
- SAGE Publications, 2017.
-
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.
- Subjects :
- Linguistics and Language
Modality (human–computer interaction)
Literature and Literary Theory
Area studies
Computer science
Communication
05 social sciences
Distance education
Communication studies
050301 education
Communication apprehension
010501 environmental sciences
01 natural sciences
Language and Linguistics
Blended learning
Public speaking
Pedagogy
ComputingMilieux_COMPUTERSANDEDUCATION
0503 education
Curriculum
0105 earth and related environmental sciences
Subjects
Details
- ISSN :
- 22498818 and 09760911
- Volume :
- 8
- Database :
- OpenAIRE
- Journal :
- Media Watch
- Accession number :
- edsair.doi...........4177075bdd9b3fa1f7280dc241085d41