Abstract
This study compared students’ use of behavior alteration techniques (BATs) and power based upon whether they were enrolled in learning community or traditional sections of the basic communication course being taught by graduate teaching assistants (GTAs). The results of the present study reveal no differences between learning community and regularly enrolled students’ perceptions of power. However, learning community students reported using more prosocial, antisocial, and neutral compliance-gaining strategies compared to traditionally enrolled students. Overall, this study addresses the utility of incorporating learning communities into the pedagogy of the basic communication course and devotes special attention to the training needs of GTAs.
Recommended Citation
Kussart, Natalie J.; Hunt, Stephen K.; and Simonds, Cheri J.
(2007)
"Learning Communities in the Basic Communication Course: Exploring Students’ Perception of Power and Use of Compliance-Gaining Strategies,"
Basic Communication Course Annual: Vol. 19, Article 8.
Available at:
https://ecommons.udayton.edu/bcca/vol19/iss1/8
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons