Pedagogical Approach and Instructional Format: An Exploration of the Introductory Communication Course

Description:

The goal of this study was to analyze the impact of instructional format and pedagogical approach on students' learning and motivation within the introductory communication course. Three hundred eighty-five students participated in this study within one of four contexts: face-to-face instruction with service-learning, face-to-face instruction without service-learning, blended instruction with service-learning, and blended instruction without service-learning. A series of MANOVAs was utilized for the study. Results of the study, possible explanations for the results, limitations, and guidelines for future research are presented.

Creator(s): Tucker, Kristan Ann
Creation Date: May 2008
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 197
Past 30 days: 7
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2008
  • Digitized: July 31, 2008
Description:

The goal of this study was to analyze the impact of instructional format and pedagogical approach on students' learning and motivation within the introductory communication course. Three hundred eighty-five students participated in this study within one of four contexts: face-to-face instruction with service-learning, face-to-face instruction without service-learning, blended instruction with service-learning, and blended instruction without service-learning. A series of MANOVAs was utilized for the study. Results of the study, possible explanations for the results, limitations, and guidelines for future research are presented.

Degree:
Level: Master's
Language(s):
Subject(s):
Keyword(s): Blended instruction | service-learning | student motivation | hybrid instruction | student learning | basic course | experiential learning
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 263683472 |
  • ARK: ark:/67531/metadc6042
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Tucker, Kristan Ann
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.