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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc6042 |
| Date | 05 1900 |
| Creators | Tucker, Kristan Ann |
| Contributors | Anderson, Karen A., Wang, Zuoming, Richardson, Brian |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Tucker, Kristan Ann, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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