Measuring the Impact of Course Modality on Student Knowledge, Performance and Communication Apprehension in Public Speaking Pedagogy
Journal: Media Watch (Vol.8, No. 1)Publication Date: 2017-01-01
Authors : L. MEGHAN MAHONEY BESSIE LAWTON; ANITA FOEMAN;
Page : 7-19
Keywords : Hybrid classroom; blended learning; modality assessment; distance education; public speaking instruction;
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.
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