Measuring the Impact of Course Modality on Student Knowledge, Performance and Communication Apprehension in Public Speaking Pedagogy
L. MEGHAN MAHONEY, BESSIE LAWTON & ANITA FOEMAN
West Chester University of Pennsylvania, USA
© Media Watch 8 (1) 7-19, 2017
ISSN 0976-0911 e-ISSN 2249-8818
This research explores how integrating course modality changes through blended learning technologies impacts the framework of public speaking curriculum. Public Speaking is a unique area of study, as it involves a large number of student performances, requires a small class size, and incites increased communication apprehension in students. Authors of this study incorporated a blended learning course change to tackle these challenges. Through quantitative assessment comparing student knowledge, performance/skills, and communication apprehension between a blended course modality versus traditional face-to-face classes, more is understood regarding the impact of modality on public speaking pedagogy. Results of this study demonstrate how a blended learning modality of instruction is able to enhance the quality of instruction, specifically by increasing student knowledge, improving performance/skills, and lowering communication apprehension. Challenges of hybrid modality are also discussed.