Literaturnachweis - Detailanzeige
| Autor/inn/en | Broeckelman-Post, Melissa A.; MacArthur, Brenda L. |
|---|---|
| Titel | The Impact of Public Speaking and Hybrid Introductory Communication Courses on Student Perceptions of Homophily and Classroom Climate |
| Quelle | In: Basic Communication Course Annual, 29 (2017), S.2-28, Artikel 4 (28 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1546-2331 |
| Schlagwörter | Public Speaking; Communication Skills; Program Effectiveness; Classroom Environment; Peer Relationship; Attendance; Social Behavior; Congruence (Psychology); Student Attitudes; Predictor Variables; Academic Achievement; Teacher Student Relationship; College Students |
| Abstract | This study examines whether public speaking and hybrid introductory communication courses contribute to whether students feel connected to one another as a result of taking the course. Results indicate that students develop stronger perceptions of homophily and connected classroom climate over time, and this growth is slightly larger in public speaking courses than in hybrid introductory communication courses. Attendance impacted the levels of perceived homophily and connected classroom climate at the end of the course. However, perceived homophily did not predict academic performance in either course, and perceptions of classroom connectedness only predicted the academic performance of students in the hybrid introduction to communication course. (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 |
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