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Round-Robin Presentations: Increasing Opportunities for Public Speaking in Large Lectures and Beyond
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Berkelaar, Brenda L.; O'Connor, Erin A.; Schneider, Claire M. – Communication Teacher, 2019
Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projects. Objectives: To provide opportunities to develop public speaking skills, especially in large-lecture courses; to improve public speaking endurance; to improve students' abilities to give…
Descriptors: Public Speaking, Communication Skills, Skill Development, Large Group Instruction
Any Questions? An Application of Weick's Model of Organizing to Increase Student Involvement in the Large-Lecture Classroom
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Ledford, Christy J. W.; Saperstein, Adam K.; Cafferty, Lauren A.; McClintick, Stacey H.; Bernstein, Ethan M. – Communication Teacher, 2015
Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions…
Descriptors: Classroom Techniques, Large Group Instruction, Models, Lecture Method
Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning
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Denker, Katherine J. – Communication Teacher, 2013
Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…
Descriptors: Lecture Method, Large Group Instruction, Handheld Devices, Audience Response Systems
The Best of Both Worlds: The Large Lecture, Writing-Intensive Course
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Boyd, Josh – Communication Teacher, 2010
Ideally, college classes are small. Kilgore and Cook (2007) observed that large class size can be an obstacle to good teaching. However, there is financial and human resource value in delivering quality course content in large lectures. Consequently, large lecture classes are a fundamental part of the undergraduate student experience at many…
Descriptors: Feedback (Response), Undergraduate Students, Class Size, Course Content