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Comparing the efficacy of distance l...

Altemose, Rodney E.

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Comparing the efficacy of distance learning and traditional classroom instructional methods in public speaking courses.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Comparing the efficacy of distance learning and traditional classroom instructional methods in public speaking courses./
作者:	Altemose, Rodney E.
面頁冊數:	143 p.
附註:	Adviser: Lynne L. Svenning.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238365
ISBN:	9780542927652

Comparing the efficacy of distance learning and traditional classroom instructional methods in public speaking courses.
Altemose, Rodney E.

Comparing the efficacy of distance learning and traditional classroom instructional methods in public speaking courses. - 143 p.

Adviser: Lynne L. Svenning.

Thesis (Ed.D.)--Wilmington College (Delaware), 2006.

This study investigated the efficacy of two different modes of teaching a college level public speaking course at a suburban community college in Pennsylvania. This study used a mixture of quantitative and qualitative research methods to measure the effectiveness of distance learning and face-to-face methods of instruction as they related to reducing public speaking anxiety. Public speaking anxiety was assessed by using college students in six different sections of a required basic speech course. The sample size consisted of 61 students. Each student was asked to complete the Personal Report of Public Speaking Anxiety (PRPSA) on the first day of class (pre-test) and again on the last day of class (post-test). Focus groups were randomly employed using students from four of the six sections.

ISBN: 9780542927652Subjects--Topical Terms:

1018008
Education, Community College.

Comparing the efficacy of distance learning and traditional classroom instructional methods in public speaking courses.
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500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3650.
502 $a Thesis (Ed.D.)--Wilmington College (Delaware), 2006.
520 $a This study investigated the efficacy of two different modes of teaching a college level public speaking course at a suburban community college in Pennsylvania. This study used a mixture of quantitative and qualitative research methods to measure the effectiveness of distance learning and face-to-face methods of instruction as they related to reducing public speaking anxiety. Public speaking anxiety was assessed by using college students in six different sections of a required basic speech course. The sample size consisted of 61 students. Each student was asked to complete the Personal Report of Public Speaking Anxiety (PRPSA) on the first day of class (pre-test) and again on the last day of class (post-test). Focus groups were randomly employed using students from four of the six sections.
520 $a In comparing the students' score differences, the face-to-face group demonstrated a greater overall reduction in public speaking anxiety over the 15-week semester. While the Elearning sections demonstrated a reduction in public speaking anxiety (PSA), significance was achieved between the two methods of teaching public speaking. The findings of this study suggest that students can expect a significantly greater reduction in their public speaking anxiety by enrolling in a face-to-face section rather than enrolling in an Elearning section.
520 $a Prior research has demonstrated success of many strategies for reducing PSA. Future research should investigate specific strategies for different methods of instruction. Due to the nature of public speaking anxiety, future research should begin with a larger sample size to compensate for a potentially large mortality rate.
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