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Journal of Instructional Pedagogies, v10 Apr 2013

This study is to determine whether or not students have a different level of anxiety between giving a speech to a group of people in a traditional face-to-face classroom setting to a speech given to an audience (visible on a projected screen) into a camera using distance or web-based technology. The study included approximately 70 students. Participants were placed in groups (Group A and Group B). All students gave the same speech two times. Group A began by giving their speech to an audience face-to-face. Their second speech was delivered to a remote audience through web-based technology. The members of Group B delivered the speech twice, but in reverse order of Group A. Two instruments were used to measure the anxiety levels for the speeches. During the speeches each student was equipped with a monitor that provides data on the student's heart rate for the duration of the speech. The results of both speeches for each student were compared to determine if there was a different anxiety level between the two speeches. The other instrument used to determine their anxiety level was a survey. The survey asked the students to compare their anxiety levels between the two speeches. The survey results for each student were compared to the heart rate data to see if there were differences between the heart rate data and perceived anxiety level for each speech as indicated on the survey. The research includes a benefits analysis for student and instructor based on the results.

Descriptors: College Students, Public Speaking, Anxiety, Comparative Analysis, Oral Language, Conventional Instruction, Web Based Instruction, Computer Mediated Communication, Educational Technology, Student Surveys, Communication Skills, Delivery Systems, Metabolism, Statistical Analysis, Gender Differences, Speech Communication

Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff[at]aabri.com; Web site: http://www.aabri.com





Autor: Campbell, Scott; Larson, James

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=154&id=EJ1097130



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