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Interpersonal and Small Group Communication Commons

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Communication In The Disciplines: Interpersonal Communication In Dietetics, Denise A. Vrchota 2011 Iowa State University

Communication In The Disciplines: Interpersonal Communication In Dietetics, Denise A. Vrchota

English Publications

This study proposes to expand the scope of oral communication across the curriculum research by exploring oral genres in a dietetics curriculum from the perspective of the dietetics faculty. The goals of this qualitative study, couched within the communication in the disciplines framework, are to identify the oral genres integral to the study and practice of dietetics and to determine if dietetics faculty who participated in the study perceive the communication experiences offered during dietetics education transfer to professional practice. Two conclusions resulted: the first result is that interpersonal communication is the oral site at which the dietetics discipline is ...


Smart Health For Autism In Northwest Ohio Survey Summary [Slides], Louisa Ha, Lynne Elizabeth Hewitt, Linell Weinberg 2011 Bowling Green State University

Smart Health For Autism In Northwest Ohio Survey Summary [Slides], Louisa Ha, Lynne Elizabeth Hewitt, Linell Weinberg

School of Media and Communication Faculty Publications

Slides from a presentation given by Louisa Ha, Lynne Hewitt and Linell Weinberg in 2011.


Improving Communication And Team Cohesion In A Long Term Care Facility, Jen Watson 2011 Minnesota State University Mankato

Improving Communication And Team Cohesion In A Long Term Care Facility, Jen Watson

All Theses, Dissertations, and Other Capstone Projects

The purpose of this Capstone project was to provide a staff development training that was researched based and educational. The training focused primarily on communication with a secondary emphasis on team cohesion. Training aimed to equip staff with skills and knowledge useful for working within various systems


Immediate Feedback: A Means Of Reducing Distracting Filler Words During Public Speeches, Michael Hazel, Colleen McMahon, Nancy Schmidt 2011 Gonzaga University

Immediate Feedback: A Means Of Reducing Distracting Filler Words During Public Speeches, Michael Hazel, Colleen Mcmahon, Nancy Schmidt

Basic Communication Course Annual

Research demonstrates that immediate feedback is effective for speech instruction (King, Young & Behnke, 2000; Smith & King, 2004). However, feedback interventions can be a double-edged sword depending on the type of feedback and performance task (see Kluger & DeNisi, 1996). Thus, given the mixed effects reported in feedback intervention research, the present studies examined an immediate feedback intervention aimed at reducing distracting filler words during public speeches in a classroom setting as well as how the intervention impacted state/trait anxiety and self-perceived communication competence.

Results from study one indicate that immediate feedback effectively reduces filler word use during speeches in initial exposures and ...


A Grade-Norming Exercise To Increase Consistency And Perceived Consistency In Grading Among Public Speaking Instructors, Bessie Lee Lawton, Mary Braz 2011 West Chester University of Pennsylvania

A Grade-Norming Exercise To Increase Consistency And Perceived Consistency In Grading Among Public Speaking Instructors, Bessie Lee Lawton, Mary Braz

Basic Communication Course Annual

This study reports the results of a grade-norming training exercise in a mid-Atlantic university. The study’s goals were to improve consistency in grading among Public Speaking instructors, and to see whether self-report normative perception behavior and self-efficacy also improved. Four training sessions on speech evaluation were conducted with a group of instructors over the course of one semester. A control group was asked to evaluate speeches independently at the same time period, but its members did not have any training. Results show that the training led to greater consistency in grading over time in the training group compared to ...


Rethinking Evaluation Strategies For Student Participation, Kevin R. Meyer, Stephen K. Hunt 2011 Illinois State University

Rethinking Evaluation Strategies For Student Participation, Kevin R. Meyer, Stephen K. Hunt

Basic Communication Course Annual

Basic communication course instructors encourage student participation in the classroom by employing a variety of strategies, including graded participation. The present study examined the methods that basic course instructors use to facilitate and assess student participation in the classroom through focus groups interviews exploring how students perceive graded participation in the basic course. The findings suggest that while there are conditions in which the focus group students enjoy participation, there are also conditions in which they perceive such strategies as a power issue for instructors and reject the notion that participation accurately measures their level of involvement and learning in ...


Contents And Abstracts, 2011 University of Dayton

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.


Assessing The Impact Of Learning Communities As An Alternative Delivery Model For The Public Speaking Course, Katherine N. Kinnick, Emily Holler, Marla Bell 2011 Kennesaw State University

Assessing The Impact Of Learning Communities As An Alternative Delivery Model For The Public Speaking Course, Katherine N. Kinnick, Emily Holler, Marla Bell

Basic Communication Course Annual

This study provides empirical evidence of the impact of learning communities on outcomes for public speaking students, including grades, speaking anxiety, and student and instructor perceptions. Subjects (n = 236, half of whom took the course in freshman learning communities and half in traditional sections) perceived the learning community as the preferable environment for public speaking, and students with greater speaking anxiety were more likely to self-select into learning communities. Perception, however, was not reality: Participation in a learning community made no measurable difference in terms of course outcomes of grades or decline in speaking anxiety.

The findings challenge assumptions about ...


Improving The Basic Communication Course: Assessing The Core Components, Kristen LeBlanc, Lori Vela, Marian L. Houser 2011 Texas State University

Improving The Basic Communication Course: Assessing The Core Components, Kristen Leblanc, Lori Vela, Marian L. Houser

Basic Communication Course Annual

This study seeks to examine the effective means of assessing whether goals and objectives set within a basic communication course are met. The study outlines specific techniques used to evaluate learning outcomes to ensure that the course retains its relevance and general education status. A pretest-posttest design is utilized to determine whether students’ scores on cognitive, behavioral, and affective assessment instruments improve from the beginning to the end of the semester. Results indicate students’ scores improved on each of the primary learning indicators for the course including: an assessment of communication knowledge, conflict management skills, and intercultural communication apprehension. Discussion ...


Author Biographies, 2011 University of Dayton

Author Biographies

Basic Communication Course Annual

No abstract provided.


The Effects Of Using Peer Workshops On Speech Quality, Public Speaking Anxiety, And Classroom Climate, Melissa A. Broeckelman-Post, B. Scott Titsworth, LeAnn M. Brazeal 2011 California State University, Los Angeles

The Effects Of Using Peer Workshops On Speech Quality, Public Speaking Anxiety, And Classroom Climate, Melissa A. Broeckelman-Post, B. Scott Titsworth, Leann M. Brazeal

Basic Communication Course Annual

This field experiment answered the call to explore alternative pedagogies in communication by testing the use of structured peer workshops in public speaking courses. Peer workshops use systematic and structured peer feedback to assist students in improving their speeches. While strong theoretical reasons for using workshops have been advanced, and evidence from other disciplines suggest that they are effective, no research has specifically examined their use in public speaking. Results of our study show that peer workshops are a viable pedagogical option because they improve students’ speech grades, reduce public speaking anxiety, and improve perceptions of classroom climate. When comparing ...


Index Of Titles And Authors, Volumes 1-22, 2011 University of Dayton

Index Of Titles And Authors, Volumes 1-22

Basic Communication Course Annual

No abstract provided.


Submission Guidelines, 2011 University of Dayton

Submission Guidelines

Basic Communication Course Annual

No abstract provided.


Title Page, 2011 University of Dayton

Title Page

Basic Communication Course Annual

No abstract provided.


Editorial Board, 2011 University of Dayton

Editorial Board

Basic Communication Course Annual

No abstract provided.


Editor's Page, David W. Worley 2011 Indiana State University

Editor's Page, David W. Worley

Basic Communication Course Annual

No abstract provided.


Basic Communication Course Annual Vol. 23, 2011 University of Dayton

Basic Communication Course Annual Vol. 23

Basic Communication Course Annual

Full issue (322 pages, 11.6 MB)


Communication Apprehension Vs. Social Phobia And Related Conditions A Correlational Study, Christine M. Donaldson 2011 University of Central Florida

Communication Apprehension Vs. Social Phobia And Related Conditions A Correlational Study, Christine M. Donaldson

Electronic Theses and Dissertations

Of all social situations, public speaking is the most prevalent fear in both the general population and among social phobic individuals (Mannuzza, Schneier, Chapman, & Liebowitz, 1995; Stein, Walker, & Forde, 1996). The fear of public speaking is referred to as communication apprehension (CA) by members of the communication field; in other programs of study, this condition has been categorized and conceptualized in a wide variety of ways ranging from stage fright to reticence. Several scholarly fields including communication, social psychology, the health sciences and the social sciences, seek to find an explanation and effective intervention for this prevalent condition. This study sought to examine relationships between several constructs, each associated with well-established and tested measurement instruments: The first construct, communication apprehension, was thought ...


Unlearning Rules And Embracing Creativity: Using Prezi To Rethink Powerpoint, Shawn Apostel 2010 Eastern Kentucky University

Unlearning Rules And Embracing Creativity: Using Prezi To Rethink Powerpoint, Shawn Apostel

Shawn Apostel

As instructors, we should encourage our students to think rhetorically about visual presentation aids instead of relying on simple, prescriptive rules of design. Prezi provides us with a unique opportunity to rethink the way we use PowerPoint.


Engaging The Digitally Engaged Student: Comparing Technology Mediated Communication Use And Effects On Student Learning, Scott D'Urso, C. Scott 2010 Marquette University

Engaging The Digitally Engaged Student: Comparing Technology Mediated Communication Use And Effects On Student Learning, Scott D'Urso, C. Scott

Scott D'Urso

No abstract provided.


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