University of Kentucky
Center for Instructional Communication
Team-based learning (TBL) is an instructional method that provides a specific sequence of individual and group work followed by immediate feedback. Scaffolding the basic course based on TBL principles allows for a democratic focus of the... more
Team-based learning (TBL) is an instructional method that provides a specific sequence of individual and group work followed by immediate feedback. Scaffolding the basic course based on TBL principles allows for a democratic focus of the general-education requirement and development of communication skills at multiple levels simultaneously (interpersonal, group, and public).
Video continues to be used in many basic communication courses as a way for students to self-evaluate speechmaking. In this study, students (N = 71) presented speeches, viewed the video recordings, and produced self-generated feedback.... more
Video continues to be used in many basic communication courses as a way for students to self-evaluate speechmaking. In this study, students (N = 71) presented speeches, viewed the video recordings, and produced self-generated feedback. Comparing student’s self-estimated grades from the self-evaluation against earned grades resulted in composite scores that were organized in three estimator categorizations: under-, accurate-, or overestimators. The estimators’ feedback was analyzed by new software, the Meaning Extraction Helper, to identify specific themes. The common content words that emerged provided themes that were then inductively categorized. Results indicated unique categories/subcategories for each estimator type and minor subcategory similarities across estimators. Findings discuss estimator perceptions influencing student understanding of their speaking skills.
Communication centers were originally designed to augment the basic communication course and assist students in the development of their oral communication skills. According to the National Association of Communication Centers (2012),... more
Communication centers were originally designed to augment the basic communication course and assist students in the development of their oral communication skills. According to the National Association of Communication Centers (2012), there are currently over 70 communication centers in the United States. This study offers a descriptive investigation of communication centers at colleges and universities from communication center directors. Our purpose is to provide data about the nature and state of centers so that it may inform others about how to develop, maintain, and compare centers’ trends and tendencies. This investigation discusses the following communication center information: (a) institutional context, (b) structure and configuration, (c) services, (d) resources, (e) institution and community impact, and (f) curriculum. Additionally, the study opens a discussion for explanations of the results. Collectively, these findings provide insight into communication centers’ primar...
Computer-assisted instruction has altered the practices and learning experiences of institutions of higher education like no other previous media technology (De-Lacey & Leonard, 2002; Radcliffe, 2002). Computer-mediated communication... more
Computer-assisted instruction has altered the practices and learning experiences of institutions of higher education like no other previous media technology (De-Lacey & Leonard, 2002; Radcliffe, 2002). Computer-mediated communication allows the user to easily do message transmission, exchange, and interaction processing. Paralleling the rapid diffusion of the Internet has been the Internetbased course management system (Fredrickson, 1999). A course management system (CMS) is a platform that allows for computer-assisted instruction, which is defined as, "computer-presented instruction that is individualized, interactive, and guided" (Steinberg, 1991, p. 2). Communication centers have an opportunity to expand their influence through the use of course management systems; integration of the course management system allows the center to reach students who might not feel comfortable attending the center for face-to-face consultations through computer-mediated communication (see Griffiths & Miller, 2005). Computer-mediated communication, available through a CMS, "involves two or more computer users who use their machines to share messages" (Kuehn, 1994, p. 173). Computer-mediated communication, a standard and accepted mode of communication at college and university campuses (McCollum, 1998), has the potential to create an avenue for centers to network and communicate with students in a habituated virtual environment. Moreover, institutional socialization of course management software has become standard in higher education
This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction... more
This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants’ immediacy behaviors. But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning. Teaching assistants’ ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement.
This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (N =140) across ten course sections were conveniently assigned to... more
This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (N =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.
Students often hold overly favorable views of their public speaking skills. In this study, students set goals prior to speaking, and then assess the presentation via video replay. Although some basic courses use video, the technology is... more
Students often hold overly favorable views of their public speaking skills. In this study, students set goals prior to speaking, and then assess the presentation via video replay. Although some basic courses use video, the technology is not standard practice or consistently utilized to aid student skill development for speechmaking. Differences between students’ self-estimated and earned grades students were categorized into five estimator groupings. Study 1 (N = 102) results indicated video self-evaluation positively influenced student ability for predictive goal-setting, improved accuracy for assessing speech quality, and diminished overestimation from the informative to persuasive speech. To further explore the findings and address the limitations of Study 1, a second study was conducted. Study 2 (N = 622) results supported Study 1 findings. We discussed how video technology use, as a pedagogical tool, enhances public speaking competency for students in the basic course.
This study gathered data about communication centers and built on past investigations of how centers function across the United States. Communication center directors or individuals who oversee centers at two- and four-year institutions... more
This study gathered data about communication centers and built on past investigations of how centers function across the United States. Communication center directors or individuals who oversee centers at two- and four-year institutions of higher education (N = 47) were surveyed. Participants responded to questions about center structure and configuration, logistics and operation, directorship, staff and training, and services. The findings highlight current and changing trends of centers. Overall, this study offers a summative discussion of how centers should be re-envisioned to provide broader impacts for institutions of higher education.
- by Luke LeFebvre and +1
- •
- Communication Centers
This study explores extent and frequency of conventional practices in the basic communication course: speeches, video replay, and self-evaluations from 45 basic course directors and instructors. Results indicated three to four speeches... more
This study explores extent and frequency of conventional practices in the basic communication course: speeches, video replay, and self-evaluations from 45 basic course directors and instructors. Results indicated three to four speeches per curriculum, with two prominent speech types: informative (97.8%) and persuasive (91.1%). Approximately 76% of curriculums used video replay. Self-evaluation questions (N = 254) used 52.8% open, 40.6% closed, 21.9% circular, and 21.9% strategic questions. Most frequently used questions focused on: delivery (12.1%), content (10.6%), or delivery and content (11.1%). Findings suggest pedagogical practices vary across the discipline, and the discussion offers practical applications for improving practices.
Authors were asked to prepare an essay as if they were writing a letter to their dean (whose academic training was in another discipline) who (1) asked that enrollment in each basic course section be increased to a level that compromises... more
Authors were asked to prepare an essay as if they were writing a letter to their dean (whose academic training was in another discipline) who (1) asked that enrollment in each basic course section be increased to a level that compromises the pedagogy of the basic course or (2) proposed that the required basic communication course be eliminated from the university's general education program.
- by D. Joy O'Steen and +2
- •
- Basic Course Communication
This study catalogues student (N = 828) self-described fears related to public speaking. Specifically, this investigation adds to the knowledge of public speaking anxiety through an initial inductive analysis of students’ fears about... more
This study catalogues student (N = 828) self-described fears related to public speaking. Specifically, this investigation adds to the knowledge of public speaking anxiety through an initial inductive analysis of students’ fears about public speaking and a second analysis (of different data) to authenticate emergent categories. Resulting categories included both internal and external fears about public speaking, providing meaningful implications for teaching and learning within the introductory communication course.
This study examined the current operationalization of communication centers. Surveying center directors (N = 47), day-to-day operations were analyzed through descriptive statistics and thematic analysis. Specifically, directors provided... more
This study examined the current operationalization of communication centers. Surveying center directors (N = 47), day-to-day operations were analyzed through descriptive statistics and thematic analysis. Specifically, directors provided responses about current institutional context and structure, services, training, marketing, challenges, and support surrounding the center. The findings present comparative information and patterns for centers, while the implications demonstrate the call to expand centers’ missions and vision to institutional resources.
- by Luke LeFebvre and +1
- •
- Communication Centers
Addressing student public speaking anxiety (PSA) through an introductory speaking course is a fundamental pedagogical touchpoint. The current study replicates and extends PSA research by seeking to understand the nature of change in PSA... more
Addressing student public speaking anxiety (PSA) through an introductory speaking course is a fundamental pedagogical touchpoint. The current study replicates and extends PSA research by seeking to understand the nature of change in PSA that students experience. Results indicate that students’ fears and anxieties regarding public
speaking change before the first speech (Time 1) and after the last speech (Time 2) in the course such that almost half who reported the same fears at Time 1 and Time 2 indicated that the fear had decreased or diminished in intensity. Memory glitches were the most often cited fear at both Time 1 and Time 2. Confirming previous research, student PSA decreased over time. These findings extend previous investigations by highlighting the intensity of change experienced about specific fears identified and establishing a connection between fears and PSA. Training students in an introductory speaking course appears effective (and economical) in reducing levels of PSA. Future research should target the link between specific pedagogical tools and changes in student PSA.
speaking change before the first speech (Time 1) and after the last speech (Time 2) in the course such that almost half who reported the same fears at Time 1 and Time 2 indicated that the fear had decreased or diminished in intensity. Memory glitches were the most often cited fear at both Time 1 and Time 2. Confirming previous research, student PSA decreased over time. These findings extend previous investigations by highlighting the intensity of change experienced about specific fears identified and establishing a connection between fears and PSA. Training students in an introductory speaking course appears effective (and economical) in reducing levels of PSA. Future research should target the link between specific pedagogical tools and changes in student PSA.
The history of the academic discipline of communication and the subsequent departments that followed are linked in some form or fashion to the evolution of the introductory communication course. Given the prominence and continued... more
The history of the academic discipline of communication and the subsequent departments that followed are linked in some form or fashion to the evolution of the introductory communication course. Given the prominence and continued relevance of the introductory course in the communication discipline, researchers have conducted surveys for over 60 years. Using a systematic approach, this study synthesizes the cross-sectional findings from 11 basic course surveys (1956–2016). This meta-synthesis approach allowed for the creation of holistic understandings of findings observed across these studies. Specifically, the results centralized around what the course is, and how the greatest challenges in the course relate to who teaches the course and how the course is taught. The results provide insights regarding the introductory course that are intended to inform and stimulate dialogue about an effective and meaningful future for our introductory communication course.
This study examined how group members with differential levels (highest, middle, and lowest) of ability contributed to argumentative communication while facilitating a cooperative learning process in a small group communication course.... more
This study examined how group members with differential levels (highest, middle, and lowest) of ability contributed to argumentative communication while facilitating a cooperative learning process in a small group communication course. Results demonstrated that during discussions: (1) highest ability members utilized more evidence than middle or lowest ability members, (2) lowest ability members generated more non-evidence than evidence, and (3) middle ability members appeared to be less active in articulating evidence. These findings provide evidence that instructors should focus on teaching students how to communicate evidence, identify facilitative versus inhibitive arguments, and respectfully acknowledge and evaluate contributions for effective group learning.
This study explores the relationship between public speaking anxiety (PSA) and Imaginary Interactions (IIs). Participants (N = 17) were recruited from the multi-section departmental introductory public speaking course. Virtual reality... more
This study explores the relationship between public speaking anxiety (PSA) and Imaginary Interactions (IIs). Participants (N = 17) were recruited from the multi-section departmental introductory public speaking course. Virtual reality (VR) as a potential form of II treatment for PSA blurs the reality between imagined and actual interactions. This study utilized a sequential explanatory approach to examine infer-ential and descriptive findings. The inferential investigation employed a four-stage design requiring participants to complete pre-test PSA and post-test assessments before and after VR simulations, exploring II functions and attributions. The follow-up descriptive analysis expanded and generated new understanding for the complexities of II through participants' experiences using directed content analysis. Utilizing VR as an extension of IIs highlighted the rehearsal function, and variations in attri-butions for discrepancy and specificity between VR realism and artificial simulated perceptions. The implications suggest that VR provides students in public speaking environments a treatment mechanism that minimizes the cognitive strain to imagine
the scene and setting of the situation, while simultaneously providing assistance in PSA reduction.
the scene and setting of the situation, while simultaneously providing assistance in PSA reduction.
The study explores graduate teaching assistants’ (GTAs) perceptions of misbehaviors of other GTAs across multi-section introductory communication courses. Utilizing the teacher misbehaviors’ typology, this study examines novice teachers’... more
The study explores graduate teaching assistants’ (GTAs) perceptions of misbehaviors of other GTAs across multi-section introductory communication courses. Utilizing the teacher misbehaviors’ typology, this study examines novice teachers’ perceptions of teacher misbehaviors. A convenience sample of current introductory course graduate teaching assistants (N = 55) responded to open-ended questions about what constituted teachers’ misbehaviors, why these communicative acts were perceived as misbehaviors, and how these misbehaviors were managed. Employing a thematic analysis, participants indicated the most frequent misbehavior related to indolence, followed by offensiveness and incompetence. Three new subcategories emerged as misbehaviors for this sample: inappropriate use of social media, coolness/peer affirmation, and dress/attire. Five categories for why behaviors and actions were perceived misbehaviors and six categories emerged as responses for managing the teacher misbehavior. The findings offer practical solutions and pedagogical suggestions for GTAs and course directors.
Sketchnoting is a methodology that uses simple shapes, frames, and connectors to visualize complex information, concepts, and physical objects, thus it has a low barrier entry for skilled and non-skilled drawers, as well as for designers... more
Sketchnoting is a methodology that uses simple shapes, frames, and connectors to visualize complex information, concepts, and physical objects, thus it has a low barrier entry for skilled and non-skilled drawers, as well as for designers or non-designers alike. It is situated at the lower end of the visualization fidelity spectrum, which ranges from napkin style sketches to photo-realistic renderings or high fidelity info-graphics. Disciplines Audio Arts and Acoustics | Developmental Psychology | Industrial and Product Design | Interactive Arts Comments This poster was presented at the Team-Base Learning Conference in San Diego March 2, 2018. Posted with permission. Authors Verena Paepcke-Hjeltness, Janet Johnson, Luke Lefebvre, OP McCubbins, Holly Bender, Maren Wolff, Samantha Pritchard, and Foy Mills JR This poster is available at Iowa State University Digital Repository: https://lib.dr.iastate.edu/tbl_presentations/4
- by Luke LeFebvre and +1
- •