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The Influence of Course Design on Pu...

Ruppert-Leach, Kristen.

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The Influence of Course Design on Public Speaking Anxiety.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Influence of Course Design on Public Speaking Anxiety./
Author:	Ruppert-Leach, Kristen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Instructional Design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13813530
ISBN:	9781392167762

The Influence of Course Design on Public Speaking Anxiety.
Ruppert-Leach, Kristen.

The Influence of Course Design on Public Speaking Anxiety. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 140 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--University of West Georgia, 2019.

This item must not be sold to any third party vendors.

As high levels of anxiety can be debilitating to student performance in public speaking courses, the present study sought to explore the influence course design might have on student anxiety. Using a mixed methods approach, the study compared three distinct course designs (collaborative/flipped, instructor-directed, and independent) which were framed by a combination of Kolb's Experiential Learning Theory (1984) and Berger and Calabrese's Uncertainty Reduction Theory (1975). A pre/posttest distribution of the Personal Report of Public Speaking Anxiety (McCroskey, 1970) was used to quantitatively assess changes in public speaking anxiety. Results demonstrated a reduction in anxiety across all three designs, with both collaborative and instructor-directed reductions being statistically significant. Students also responded to a series of open-ended questions regarding their anxiety following participation in each of four speeches throughout the semester. Using an inductive process of thematic qualitative analysis (Braun & Clark, 2006), four course components were identified as significant factors to the reduction of student anxiety: connection to classmates, preparation, coping strategies, and direct instruction. Results from this study lead to the recommendation of a new approach to course design, a Design for Anxiety Reduction (D-FAR).

ISBN: 9781392167762Subjects--Topical Terms:

3432465
Instructional Design.
Subjects--Index Terms:

Anxiety

The Influence of Course Design on Public Speaking Anxiety.
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245 1 4 $a The Influence of Course Design on Public Speaking Anxiety.
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300 $a 140 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Willox, Lara.
502 $a Thesis (Ed.D.)--University of West Georgia, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a As high levels of anxiety can be debilitating to student performance in public speaking courses, the present study sought to explore the influence course design might have on student anxiety. Using a mixed methods approach, the study compared three distinct course designs (collaborative/flipped, instructor-directed, and independent) which were framed by a combination of Kolb's Experiential Learning Theory (1984) and Berger and Calabrese's Uncertainty Reduction Theory (1975). A pre/posttest distribution of the Personal Report of Public Speaking Anxiety (McCroskey, 1970) was used to quantitatively assess changes in public speaking anxiety. Results demonstrated a reduction in anxiety across all three designs, with both collaborative and instructor-directed reductions being statistically significant. Students also responded to a series of open-ended questions regarding their anxiety following participation in each of four speeches throughout the semester. Using an inductive process of thematic qualitative analysis (Braun & Clark, 2006), four course components were identified as significant factors to the reduction of student anxiety: connection to classmates, preparation, coping strategies, and direct instruction. Results from this study lead to the recommendation of a new approach to course design, a Design for Anxiety Reduction (D-FAR).
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650 4 $a Instructional Design. $3 3432465
650 4 $a Educational psychology. $3 517650
650 4 $a Communication. $3 524709
653 $a Anxiety
653 $a Course design
653 $a D-FAR
653 $a Emotion
653 $a PSA
653 $a Public speaking
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690 $a 0459
690 $a 0525
710 2 $a University of West Georgia. $b School Improvement. $3 3177491
773 0 $t Dissertations Abstracts International $g 80-12A.
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