Breaking new ground in terms of both its subject matter and its format, Communicate for a Change is an accessible and engaging catalyst that will kick-start subsequent deliberations.
As a communication education scholar who has also become the director of the Center for Scholarly Teaching on his campus, the author has long been focused on the measurement of student learning. In ...his current role, he converses daily with faculty from various disciplines about how they will measure student learning in their scholarship of teaching and learning (SOTL) inquiries. In many disciplines, including communication, the scholarship of the teaching and learning movement is having a constructive impact on the quality of student learning measurement. May this meta-analysis and the responses it generates serve such a constructive purpose as well. This meta-analysis demonstrates the potential value of further connections. Their aim in higher education is transformation, and the centerpiece of that lofty goal is student learning.
A Scholarly Teaching Adventure Carrell, Lori
International journal for the scholarship of teaching and learning,
07/2007, Letnik:
1, Številka:
2
Journal Article
Recenzirano
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In this adventure essay, an educator takes two trips. First, she heads to the Amazon rainforest and is awestruck by her students’ motivation and learning. Then, with you in tow, she embarks on a ...scholarly journey to discover what happened and why.
This study explored the effectiveness of communication training for clergy, working to create an outcomes assessment model for such endeavors. Clergy-participants (N=46) completed an extensive ...training process designed to increase the transformative quality of their sermon communication. Training outcomes were assessed with a prepost test design, using listener feedback (N=7,564) and expert evaluation. Results suggest that communication training has an impact on the transformative quality of sermon communication. This exploration also reveals a need for further investigation of (1) communication training outcomes assessment and (2) the communicative goal of public speaking in the church context.
One-hundred and twenty lower division and 49 upper division undergraduate students enrolled in a small Midwestern university were randomly assigned to three experimental educational settings: a live ...classroom, a video classroom, and an audio with Powerpoint display classroom. The lower division students viewed a brief lecture presented in the live classroom and simulcast to the other two settings. The upper division students viewed a 45 minute lecture presented in the live classroom and simulcast to the other two settings. The impact of the settings on participant learning, motivation, and perceived teacher immediacy was assessed in both studies. Perceived instructor immediacy was significantly higher for the live setting. For the longer lecture, motivation, perceived learning, affect toward the instructor, and willingness to enroll with instructor all varied significantly and were highest in the live setting. Actual short-term learning varied significantly and was highest for the Powerpoint classroom. Student cognitive style was assessed, but the researchers found no significant variation based on this variable.
The researchers surveyed 256 undergraduate students at a small liberal arts university for their perceptions of perceived learning, willingness to talk in class, and instructor verbal and nonverbal ...immediacy behavior, with responses grouped by instructor gender and student gender. Instructor verbal immediacy behavior was positively related to a student's willingness to talk in class, while gender was not a factor for this outcome. Instructor verbal immediacy behavior was positively related to a student's perceived learning. While students perceived more learning from a professor of the same gender, the effect was strongly mediated by instructor verbal immediacy behavior.
This study explored the impact of integrating cultural diversity into the communication curriculum. Students in control and experimental groups (N = 237) were pre/post-tested for empathy, a central ...component of intercultural communication competence. Results indicated significant gains in empathy as a trait, attitude, and behavior for students completing a course in "Intercultural Communication" and significant gains in empathy as an attitude and behavior for basic speech course students receiving interpersonal communication instruction which had been infused with diversity. No significant gains in empathy were demonstrated by basic course students who completed one speech on a "diversity and communication" topic or media students who produced a media segment on a cultural group different from their own contrasted with students in comparable classes without a diversity component.
One hundred and nineteen public speaking students were videotaped while giving speeches and filled out questionnaires concerning preparation time, past experience speaking, anxiety about the speech ...just performed, general anxiety about communication, and grade point average. Researchers rated the content and delivery of the speeches and compared the ratings with the questionnaire responses. The quality of speech performance correlated positively with cumulative grade point average, total preparation time, time spent preparing a visual aid, number of rehearsals for an audience, time rehearsing silently, time rehearsing out loud, number of rehearsals out loud, research outside the library (interviews, phone calls, surveys, etc.), and preparation of speaking notes. Anxiety about the speech just delivered correlated negatively with quality of performance. Past experience with public speaking instruction had a mixed relation to speech quality. Significant predictors of the quality of speech performance were grade point average, total preparation time, number of rehearsals for an audience, and state anxiety.
Basic speech course students at a mid-sized, midwestern university (N = 245) reported preparation strategies and amounts as they readied themselves to demonstrate communication knowledge on the final ...exam for the course. In this exploratory study, two strategies led to significantly higher scores on the final exam: reviewing the concepts delineated on the study guide and silent reading of class notes. Overall grade point average correlated positively with final exam scores. A second study examined the relationship between students' motivation toward the course and their demonstration of communication knowledge and public speaking skill. Student motivation (N = 263) was positively related to public speaking competence, but not to the demonstration of communication knowledge.
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