Experiential Learning of Nonverbal Communication in Popular Magazine Advertising.

Autor/in	Schnell, James A.
Titel	Experiential Learning of Nonverbal Communication in Popular Magazine Advertising.
Quelle	(1988), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Advertising; Audiotape Recordings; Experiential Learning; Higher Education; Interpersonal Communication; Learning Processes; Nonverbal Communication; Slides + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Werbung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Learning process; Lernprozess; Non-verbal communication; Nonverbale Kommunikation
Abstract	A 7-week project was carried out at the University of Cincinnati (Ohio) which had the following goals: (1) teaching students enrolled in two sections of an interpersonal communication course about nonverbal communication, focusing on popular advertising and how such advertising exemplifies various areas within nonverbal communication theory; (2) involving students in experiential learning by including them in the research and development of an educational slide show and accompanying audiotape; and (3) using the presentation for future instruction. After completion and observation of the presentation by 34 students, they were asked to write a brief report evaluating their involvement in the project as a learning experience. Student responses to these questions indicated that their participation in the project was an enjoyable, positive learning experience. The slide show was presented to 38 students from two sections of the course in the following semester, who then completed a written survey which quizzed them on their knowledge of the concepts covered in the presentation, and solicited their views on the effectiveness of the presentation. Students who observed the presentation exhibited correct understanding of the nonverbal concepts and agreed that the presentation benefited their learning of the material. Comparison of students who produced the presentation with the students who only observed the presentation indicated that the students who produced the presentation gained a more thorough appreciation of the application and relevance of nonverbal communication concepts. (Ten references and a survey are attached.) (ARH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC