Assessing student mindset, interest, participation, and rapport in the post-pandemic public speaking classroom: Effects of modality change and communication growth mindset

The COVID-19 pandemic created an exigency for educators to reevaluate their approaches to the classroom with one major dimension being course modality. This study uses the Instructional Beliefs Model to examine the impacts of course modality (i.e., hybrid versus face-to-face formats) and students�...

Full description

Saved in:
Bibliographic Details
Published in:Journal of communication pedagogy (Print) 2022-01, Vol.6, p.178-194
Main Authors: Denker, Katherine, Knight, Kendra, Carroll, Riley, Bradley, Kathryn, Bonine, Peyton, Lauck, Sophia, Przytulski, Heidi, Storr, Michael
Format: Article
Language:English
Subjects:
Audio-visual aids
Blended Learning
College Students
Communication
Communication (Thought Transfer)
Econometric models
Evaluation
In Person Learning
Individual Development
Interest
Interpersonal Relationship
mindset
modality
participation
Philosophy
Public Speaking
rapport
Social aspects
Student Attitudes
Student Interests
Student Participation
Students
World Views
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The COVID-19 pandemic created an exigency for educators to reevaluate their approaches to the classroom with one major dimension being course modality. This study uses the Instructional Beliefs Model to examine the impacts of course modality (i.e., hybrid versus face-to-face formats) and students' communication growth mindset on student engagement in the foundational public speaking course. Consistent with pre-COVID-19 findings, the results indicated that modality does not significantly impact student engagement, with one exception: higher cognitive interest scores were reported among students in the hybrid modality. Communication growth mindset associated positively with all student engagement variables examined: student interest-emotional, student interest-cognitive, participation, and class rapport. The findings offer tentative optimism about the promise of blended public speaking course modalities, and evidence for the necessity of mindset intervention to maximize student success.
ISSN:2578-2568
2640-4524
2578-2568
DOI:10.31446/JCP.2022.1.14