Information Technology Solutions

Transcription

1 Information Technology Solutions Enhanced Read, Think, Discuss and Share Assignments for a Brick and Mortar Speech Class Judith F. H. Frost El Paso Community College Teachership Academy II This study was designed to analyze whether an El Paso Community College speech class would increase their knowledge of concepts and skills for public speaking and decrease speech anxiety through enhanced assignments using Blackboard/ Connect as compared to a previous study in 2009 without enhanced assignments.

2 Abstract Fear and communication apprehension (CA) has been studied extensively in the United States. It has an impact on communication competence and communication skills (McCroskey, 1984). Individuals with CA are perceived to be less dominant (Porter, 1982), less assertive, responsive (Kearney & McCroskey, 1980) and less satisfied with their abilities to express self, meet people, to lead, and make decisions (Porter, 1982) than people who report low levels of CA. My enhanced online teaching model is designed to help students with CA. There can be advantages, challenges and controversy to online teaching, but the fact that it can enhance a brick and mortar class through a designed class is and of itself beneficial. It presents the aspects of learning objectives with preferred strategies and an array of endless materials as modeled by K0 & Rossen, Furthermore when you consider a teaching methodology as simple as read, think, and discuss, by Kenneth Bruffee, in his book titled Collaborative Learning, 1999, and add share (Frost, 2009), this can be accomplished with an enhanced online class designed for the objectives of public speaking class. The model for my enhanced online class first includes reading for comprehension, using the text, handouts, & web links. Second, and noted by Vygotsky, in Ko & Rossen, 2010, included social outward and inward thinking to encourage synthesizing through overt individual and covert in class and online assignments, critiques, and assessments. Third, collaboration using both online and face-to-face discussions. Fourth, by viewing, modeling, and critiquing speeches; sharing by presenting group textbook activities; and in class impromptu speeches and show and tell speeches to encourage speaking skills and confidence for major speeches.

3 This model also takes into consideration covert lifelong learning through practical application in school, work and the community.

4 Method Participants 23 participants in this study consisted of undergraduate students from the public speaking course at the El Paso Community College. The respondents were asked to simply fill out the last speech self-analysis. Data Gathering These 23 students were given 20 points which was already part of their class points. They were to answer the last survey for the semester, and then turn in the survey to the instructor and the instructor thanked afterwards. Instrument The survey questions used were identical to a survey from my brick and mortar class in 2009 with additional questions that pertained to the online portion of the course. A total of 14 open ended questions were on the instrument. Coding Categories Because the instrument was open-ended, the responses were categorized by what the student wrote. Best categories included outline activities, writing a political speech critique, video critiques, beginning information survey, communication model assignment, and assessments. Mastered categories included PowerPoint presentations, vocals, nonverbal/posture, anxiety, confidence, research, writing and grammar, speaking timing, audience analysis, and citing.

5 Analysis The data were analyzed using percentages from the best online activities and mastered skills. The independent variable was the online format of assignments and the dependent variables were the online and in class activities. Results Ranked 1st: Impromptu speeches in class at 26% Watching speech videos at 19.35% Ranked 2 nd: Show and Tell in class at 13% Outline activities online at 16% Ranked 3 rd Introductory and Final speeches in class tied at 11% Political speech video critique at 6% The speech anxiety responses from the 2013 in class survey and 2009 survey indicated: 2013 class reduced speaking anxiety by 75% 2009 class reduced speaking anxiety by 50%

6 Bibliography Bates, A. W., & Poole, Gary. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. San Francisco: Jossey-Bass/Wiley Imprint. Bonk, C. J. ( Feb. 2012). Technology Enhanced Teaching: From Tinkering to Tottering to Totally Extreme Learning. Indiana University: Dept. of Instructional Systems Technology. Bruffee, Kenneth A. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. (2 nd Ed.). Baltimore, Maryland: John Hopkins University Press. Hannafin, Michael J., & Land, Susan M. (May, 1997). The foundations and assumptions of technology- enhanced student-centered learning environments. Instructional Science, volume 25, issue 3. L1=True Ko, S., & Rossen, S. (2010). Teaching Online: A Practical Guide. New York, NY. Routledge Publishing: Taylor and Francis Imprint. Smirnova, L. (Nov. 2008). Technology Enhanced Teaching and Learning for Student (and Teacher) Success.