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Pedagogical Approach and Instructional Format: An Exploration of the Introductory Communication Course

The goal of this study was to analyze the impact of instructional format and pedagogical approach on students' learning and motivation within the introductory communication course. Three hundred eighty-five students participated in this study within one of four contexts: face-to-face instruction with service-learning, face-to-face instruction without service-learning, blended instruction with service-learning, and blended instruction without service-learning. A series of MANOVAs was utilized for the study. Results of the study, possible explanations for the results, limitations, and guidelines for future research are presented.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc6042
Date05 1900
CreatorsTucker, Kristan Ann
ContributorsAnderson, Karen A., Wang, Zuoming, Richardson, Brian
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Copyright, Tucker, Kristan Ann, Copyright is held by the author, unless otherwise noted. All rights reserved.

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