Information Technology Solutions
Enhanced Read, Think, Discuss and
Share Assignments
for a Brick and Mortar Speech Class
Judith F. H. Frost
El Paso Community College
Teachership Academy II
This study was designed to analyze whether an El Paso Community College
speech class would increase their knowledge of concepts and skills for public speaking and decrease speech anxiety through enhanced assignments using Blackboard/
Connect as compared to a previous study in 2009 without enhanced assignments.
Abstract
Fear and communication apprehension (CA) has been studied extensively in the United
States. It has an impact on communication competence and communication skills (McCroskey,
1984). Individuals with CA are perceived to be less dominant (Porter, 1982), less assertive, responsive (Kearney & McCroskey, 1980) and less satisfied with their abilities to express self,
meet people, to lead, and make decisions (Porter, 1982) than people who report low levels of
CA.
My enhanced online teaching model is designed to help students with CA. There can be advantages, challenges and controversy to online teaching, but the fact that it can enhance a brick
and mortar class through a designed class is and of itself beneficial. It presents the aspects of
learning objectives with preferred strategies and an array of endless materials as modeled by K0
& Rossen, 2010. Furthermore when you consider a teaching methodology as simple as read,
think, and discuss, by Kenneth Bruffee, in his book titled Collaborative Learning, 1999, and add
share (Frost, 2009), this can be accomplished with an enhanced online class designed for the objectives of public speaking class.
The model for my enhanced online class first includes reading for comprehension, using the
text, handouts, & web links. Second, and noted by Vygotsky, in Ko & Rossen, 2010, included
social outward and inward thinking to encourage synthesizing through overt individual and covert in class and online assignments, critiques, and assessments. Third, collaboration using both
online and face-to-face discussions. Fourth, by viewing, modeling, and critiquing speeches;
sharing by presenting group textbook activities; and in class impromptu speeches and show and
tell speeches to encourage speaking skills and confidence for major speeches.
This model also takes into consideration covert lifelong learning through practical application in
school, work and the community.
Method
Participants
23 participants in this study consisted of undergraduate students from the public speaking
course at the El Paso Community College. The respondents were asked to simply fill out the
last speech self-analysis.
Data Gathering
These 23 students were given 20 points which was already part of their class points. They
were to answer the last survey for the semester, and then turn in the survey to the instructor and
the instructor thanked afterwards.
Instrument
The survey questions used were identical to a survey from my brick and mortar class in 2009
with additional questions that pertained to the online portion of the course. A total of 14 open
ended questions were on the instrument.
Coding Categories
Because the instrument was open-ended, the responses were categorized by what the student
wrote. Best categories included outline activities, writing a political speech critique, video critiques, beginning information survey, communication model assignment, and assessments.
Mastered categories included PowerPoint presentations, vocals, nonverbal/posture, anxiety, confidence, research, writing and grammar, speaking timing, audience analysis, and citing.
Analysis
The data were analyzed using percentages from the best online activities and mastered skills.
The independent variable was the online format of assignments and the dependent variables
were the online and in class activities.
Results
Ranked 1st:
Impromptu speeches in class at 26%
Watching speech videos at 19.35%
Ranked 2nd:
Show and Tell in class at 13%
Outline activities online at 16%
Ranked 3rd
Introductory and Final speeches in class tied at 11%
Political speech video critique at 6%
The speech anxiety responses from the 2013 in class survey and 2009 survey indicated:
2013 class reduced speaking anxiety by 75%
2009 class reduced speaking anxiety by 50%
Bibliography
Bates, A. W., & Poole, Gary. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. San Francisco: Jossey-Bass/Wiley Imprint.
Bonk, C. J. ( Feb. 2012). Technology Enhanced Teaching: From Tinkering to Tottering to Totally Extreme Learning. Indiana University: Dept. of Instructional Systems Technology.
Bruffee, Kenneth A. (1999). Collaborative Learning: Higher Education, Interdependence, and
the Authority of Knowledge. (2nd Ed.).
Baltimore, Maryland: John Hopkins University Press.
Hannafin, Michael J., & Land, Susan M. (May, 1997). The foundations and assumptions of
technology- enhanced student-centered learning environments. Instructional Science, volume 25, issue 3. http://link.springer.com/article/10.1023%2FA%3A1002997414652?
L1=True
Ko, S., & Rossen, S. (2010). Teaching Online: A Practical Guide.
New York, NY. Routledge Publishing: Taylor and Francis Imprint.
Smirnova, L. (Nov. 2008). Technology Enhanced Teaching and Learning for Student (and
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