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Abstract

The purpose of this study is to assess existing pedagogical assumptions about basic communication course textbook features. Two separate surveys were administered to students (N= 1,379) and instructors (N= 118) in basic communication courses at 15 colleges and universities.

The findings of the study are twofold. First, students and teachers differ in their perceptions of usefulness of textbook pedagogical features. Second, students perceive basic course texts to be less difficult and less theoretical though more interesting, enjoyable, relevant, and practical than other introductory course texts. When making publication and text selection decisions, the findings help authors and teachers better choose and present textbook materials.