Records: 322
Public speaking versus hybrid introductory communication courses: Exploring four outcomes
Melissa Broeckelman-Post Andrew Pyle |
APA Citation
Broeckelman-Post, M. A., & Pyle, A. S. (2016). Public speaking versus hybrid introductory communication courses: Exploring four outcomes. Communication Education, 66(2), 210-228.
Annotation
“908 students at a large 4-year, public, doctoral-granting university completed a pre-and postcourse survey as part of an introductory communication course (460 were in a face-to-face public speaking course and 448 were a part of a hybrid intro to communication course). There was no description of how the hybrid course was was set up (e.g. % online, instructional approaches, description of how the course was hybrid). This study tested for four student outcomes, public speaking anxiety, . . . communication competence, intercultural effectiveness, and connected communication climate. Between-subjects effects for the course were not significant for any of the four outcome variables, which indicates that there was not any difference in any of the four outcome variables in the public speaking versus the hybrid introductory communication course. Results showed that students in both public speaking and hybrid introductory communication courses experienced a significant decline in public speaking anxiety and a significant increase in communication competence and communication climate, but no significant change in intercultural effectiveness. While a minor finding-African American students actually showed a slight decrease in self-perceived communication competence after the face-to-face public speaking course as opposed to the increase experienced by other ethnic groups. Students identifying as having more than one ethnicity had higher gains in communication climate than other students. Female students experienced slightly more growth in communication climate and significant growth in intercultural effectiveness where male students did not. Conclusion: The study found both the face-to-face course and the hybrid communication skills course decrease public speaking anxiety, increase communication competence and communication climate, but do not significantly impact intercultural effectiveness. A small but significant finding showed African American students experienced an increase in communication competence in the hybrid course (in comparison to a decrease in the f2f course) suggesting hybrid courses are more equal in their benefits for all students.”
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Public speaking versus hybrid introductory communication courses: Exploring four outcomes
Melissa Broeckelman-Post Andrew Pyle |
APA Citation
Broeckelman-Post, M. A., & Pyle, A. S. (2016). Public speaking versus hybrid introductory communication courses: Exploring four outcomes. Communication Education, 66(2), 210-228. doi:10.1080/03634523.2016.1259485
Annotation
“908 students at a large 4-year, public, doctoral-granting university completed a pre-and postcourse survey as part of an introductory communication course (460 were in a face-to-face public speaking course and 448 were a part of a hybrid intro to communication course). There was no description of how the hybrid course was was set up (e.g. % online, instructional approaches, description of how the course was hybrid). This study tested for four student outcomes, public speaking anxiety, . . . communication competence, intercultural effectiveness, and connected communication climate. Between-subjects effects for the course were not significant for any of the four outcome variables, which indicates that there was not any difference in any of the four outcome variables in the public speaking versus the hybrid introductory communication course. Results showed that students in both public speaking and hybrid introductory communication courses experienced a significant decline in public speaking anxiety and a significant increase in communication competence and communication climate, but no significant change in intercultural effectiveness. While a minor finding-African American students actually showed a slight decrease in self-perceived communication competence after the face-to-face public speaking course as opposed to the increase experienced by other ethnic groups. Students identifying as having more than one ethnicity had higher gains in communication climate than other students. Female students experienced slightly more growth in communication climate and significant growth in intercultural effectiveness where male students did not. Conclusion: The study found both the face-to-face course and the hybrid communication skills course decrease public speaking anxiety, increase communication competence and communication climate, but do not significantly impact intercultural effectiveness. A small but significant finding showed African American students experienced an increase in communication competence in the hybrid course (in comparison to a decrease in the f2f course) suggesting hybrid courses are more equal in their benefits for all students.
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University of Nebraska – Lincoln 2016-2020 Enrollment Management Plan
Amy Goodburn James Volkmer Amber Williams Laurie Bellows |
APA Citation
Goodburn, A., Volkmer, J., Williams, A., Bellows, L. (2016). University of Nebraska – Lincoln 2016-2020 Enrollment Management Plan. The Board of Regents of the University of Nebraska.
Annotation
This 2016-2020 Enrollment Management Plan from The University of Nebraska-Lincoln presents projections for undergraduate and graduate enrollment from 2016-2020. The “Projection Model†outlined in this plan was presented to campus leaders and revised based on feedback received. Though the plan mentions the need to increase numbers of non-residential students in order to meet enrollment goals, the plan also stresses residential student needs such as to serve Nebraska students, and increase the . . . number of underrepresented minority students. Overall, the primary focus of the plan appears to be on residential students, to a greater degree than distance students, as the plan also highlights the importance of the physical campus, and the campus community.
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Conducting Research in Online and Blended Learning Environments: New pedagogical frontiers.
C. Dzuiban A. Picciano C. Graham P. Moskal |
APA Citation
Dziuban, C. D., Picciano, A. G., Graham, C. R., & Moskal, P. D. (2015). Conducting research in online and blended learning environments: New pedagogical frontiers. Routledge.
Annotation
Not available
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Decision Making for Student Success: Behavioral insights to improve college access and persistence
Benjamin L. Castleman Saul Schwartz Sandy Baum |
APA Citation
Castleman, B. L., Schwartz, S., & Baum, S. (2015). Decision making for student success: Behavioral insights to improve college access and persistence. Routledge.
Annotation
To gain a thorough understanding of student success, researchers have to examine how students’ choices and behaviors result in educational performance. This book provides insights of cognitive psychology and behavioral economics to better understand student behavior. In chapter 2, Charles Kurose takes a look at the relationship between higher education and workplace outcomes. In chapter 3, Sandy Baum and Saul Schwartz investigates influence of financial aid on students’ choices. Chapter 4 . . . focuses on disadvantaged students who often face financial barriers. Chapter 5 address how institutions can better communicate with student in regards to costs and benefits of college education. Castleman underscores the importance of considering students’ cognitive ability to process information. Chapter 6 addresses structure of decision-making process and argues that lack of the structure leads to suboptimal outcomes for students. Chapter 7 discusses cognitive bias or time-inconsistent decision makings. The final chapter focuses on low-cost strategies, arguing that minor institutional interventions help student academic outcomes.
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Defining a Research Agenda for Distance Education
R. Poulin |
APA Citation
Poulin, R. (February 10, 2015). “Defining a Research Agenda for Distance Education.” Retrieved from https://wcetfrontiers.org/2015/02/10/deta2015/
Annotation
This blog post gives a brief overview of University of Wisconsin-Milwaukee’s National Research Center for Distance Education and Technological Advancements (DETA). The research center, funded through the U.S. Department of Education and lead by Tanya Joosten, Ph.D., focuses on developing and conducting research for online and distance education. Further, the center seeks to create toolkits for other instructions to conduct replicability research in order to confirm research results across . . . institutions and environments. Ultimately, DETA seeks to: “Conduct rigorous, interdisciplinary, and standardized research to identify outcomes and influences on all students, including those with disabilities.”
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Essentials of Online Course Design: A standards-based guide
Marjorie Vai Kristen Sosukski |
APA Citation
Vai, M., & Sosulski, K. (2015). Essentials of online course design: A standards-based guide. Routledge.
Annotation
Not available
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Flipped Learning in Higher Education Chemistry: Emerging trends and potential directions
Michael Seery |
APA Citation
Seery, M. (2015). Flipped learning in higher education chemistry: emerging trends and potential directions. The Royal Society of Chemistry, 16, 758-768.
Annotation
Framed within cognitive load theory and constructivism, Seery (2015) provides a survey review of 12 articles in higher education chemistry. He specifically draws attention to recent reports indicating first-year chemistry as detached and being delivered in a fact-based and encyclopedic fashion. Moreover, he shows that most flipped learning approaches in the literature consist of providing screencasts of material in advance of class meetings that is often incentivised (e.g. quizzes, activites), . . . resulting in student viewing rates greater than 90 percent. During lecture time, he finds many of the studies report group work and presentation of pre-class material. Overall, students reported much higher favorability of this approach relative to other approaches they have experienced. In sum, Seery (2015) calls for the community to further develop the theoretical basis for implementing a flipped learning classroom.
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Learning Assessment Techniques: A handbook for college faculty
Elizabeth Barkley Claire Major |
APA Citation
Barkley, E. F., & Major, C. H. (2015). Learning assessment techniques: A handbook for college faculty. John Wiley & Sons.
Annotation
Not available
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Never Let it Rest Lessons about Student Success from High-Performing Colleges and Universities
George Kuh Jillian Kinzie John H. Schuh Elizabeth J. Whitt |
APA Citation
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Never let it rest lessons about student success from high-performing colleges and universities. Change: The Magazine of Higher Learning, 37(4), 44-51.
Annotation
Uses Arskey and O’Flahertys five stage process which includes: The five stages of Arksey and O’Malley’s framework, (1) identifying the initial research questions, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing and reporting the results were utilized in this review of the flipped classroom literature Article is more of a lit review than an experiential study.
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