This article summarizes published experimental studies dealing with the use of video taping to provide feedback to students in public speaking courses. Meta analytic procedures were used to summarize twelve published studies. Results of the analysis indicate that the use of videotaping to provide feedback to students in public speaking courses results in better content of student speeches, greater acquisition of public speaking skills, better performance on objective tests, and more positive attitudes toward the course in public speaking. In addition to these positive effects, no statistically significant increase in anxiety is experienced by students when video technology is utilized in the classroom to provide feedback to students in public speaking courses.
Bourhis, J., & Allen, M. (1998). The role of videotaped feedback in the instruction of public speaking: A quantitative synthesis of published empirical research. Communication Research Reports, 15, 256-261.
|Links to Article||https://www.researchgate.net/profile/Mike_Allen3/publication/254264521_The_role_of_videotaped_feedback_in_the_instruction_of_public_speaking_A_quantitative_synthesis_of_published_empirical_research/links/543d20720cf2c432f7425103/The-role-of-videotaped-feedback-in-the-instruction-of-public-speaking-A-quantitative-synthesis-of-published-empirical-research.pdf
|In Publication||Communication Research Reports|
|Type of Research||Quantitative|
|Intervention/Areas of Study|
|Level of Analysis|
|Specific Populations Examined|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Instructional effectiveness|
|Student Sample Size||0-99|