Online versus Face-to-Face Public Speaking Outcomes: A Comprehensive Assessment

Autor/inn/en	Broeckelman-Post, Melissa A.; Hyatt Hawkins, Katherine E.; Arciero, Anthony R.; Malterud, Andie S.
Titel	Online versus Face-to-Face Public Speaking Outcomes: A Comprehensive Assessment
Quelle	In: Basic Communication Course Annual, 31 (2019), S.144-170, Artikel 10 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1546-2331
Schlagwörter	Online Courses; Higher Education; Public Speaking; Conventional Instruction; Educational Technology; Technology Uses in Education; Student Behavior; Learner Engagement; Program Effectiveness; Grades (Scholastic); Withdrawal (Education); Competence; Communication Skills; College Students; Teaching Methods + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vortrag; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student behaviour; Schülerverhalten; Notenspiegel; Kursabbruch; Kompetenz; Kommunikationsstil; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In an attempt to meet rising student demand and cost-effectively deliver instruction, colleges and universities are offering more online courses. Despite the increasing growth of the online format, there remains a question of the effectiveness of this instructional delivery method. We evaluated the relative effectiveness of a public speaking course in both the online and the traditional face-to-face formats at a large, public university in the mid-Atlantic region. A series of MANOVAs were run to test the differences in performance and other student growth indicators between course formats. While the students in the online courses demonstrated higher behavioral engagement, the majority of indicators were similar across formats. The technology might explain the observed differences in online courses, which permits students to correct mistakes and re-record a presentation before submitting it, or the larger withdrawal rate which may selectively remove those students who may have done poorly in either format. Implications for future research and practice are presented. (As Provided).
Anmerkungen	University of Dayton Department of Communication at eCommons. 300 College Park, Dayton, OH 45469. e-mail: BCCAeditor@clemson.edu; Web site: https://ecommons.udayton.edu/bcca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01