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Abstract

Using Bandura’s (1977) self-efficacy theory, this study examined student perceptions of changes in efficacy and affect toward a variety of communication skills (e.g., interpersonal, writing, visual, public speaking, group collaboration) over a sequence of two hybrid basic course classes. As part of a larger assessment initiative, both quantitative and qualitative data from the first course (n = 793) and the second course (n = 273) were analyzed. Students reported greater affect and efficacy during the second course when compared to the first course. Specifically, students reported six affective changes including expanded knowledge, enhanced collaborative skills, increased openness and acceptance, heightened awareness, increased confidence, and the ability to critically examine. The students referenced observing these changes in academic and work life, but most frequently felt that these skills would impact their everyday life. The results have implications for assignment sequences, incorporating visual communication into the basic course, and requiring two basic courses to maximize affect and efficacy changes in students.