Students desire rich subject-matter and relevant pedagogy despite rising tuition costs, greater demands for flexibility, and unique learning preferences (Allen & Seaman, 2014; Donnelly, Rizvi, & Summers, 2013; Reed & Sork, 2009; Moore, 2007). As higher education modalities have evolved a careful examination of these newer approaches is necessary. This study is a comparative assessment of communication apprehension and self-efficacy of students in traditional (face-to-face) and blended (face-to-face and online instructional components) basic course modalities. Parallel sections of a basic communication course are assessed and results indicated no significant differences between the two groups with minor exceptions.
Strawser, Michael G.; Gaffney, Amy. L. Housley; DeVito, Allyson; Kercsmar, Sarah E.; and Pennell, Michael
"A Blended Basic Course Examination of Communication Apprehension and Self-Efficacy: A Comparative Analysis,"
Basic Communication Course Annual: Vol. 29, Article 6.
Available at: https://ecommons.udayton.edu/bcca/vol29/iss1/6