Section Name
Analytical Articles
Abstract
This study sought to determine whether there is a difference in the effect of in-class and out-of-class peer workshops on Cognitive Learning, Affective Learning, speech grades, Public Speaking Anxiety, Connected Classroom Climate, and Perceived Workshop Value. This study used a within-subjects modified switching-replications design and found that there were no significant differences in the effects of the two types of workshops. However, students preferred in-class workshops, and there is slight evidence that there might be benefits for doing an in-class workshop first so that students can build trust and learn to give and receive better feedback before considering out-of-class workshops.
Recommended Citation
Broeckelman-Post, Melissa A. and Hosek, Angela M.
(2014)
"Using In-Class Versus Out-of-Class Peer Workshops to Improve Presentational Speaking,"
Basic Communication Course Annual: Vol. 26, Article 11.
Available at:
https://ecommons.udayton.edu/bcca/vol26/iss1/11
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons