scholarly journals Speech Anxiety in the Communication Classroom During the COVID-19 Pandemic: Supporting Student Success

2021 ◽  
Vol 6 ◽  
Author(s):  
Suzy Prentiss
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Public Speaking ◽  
Online Communication ◽  
Classroom Culture ◽  
Engaged Learning ◽  
Spring Semester ◽  
Speech Anxiety ◽  
Face To Face ◽  
Global Pandemic

A wealth of literature clearly supports the presence of speech anxiety in the communication classroom, especially in those classes with a focus on public speaking and/or presentations. Over the years, much work has been done on intentional approaches to empowering students to effectively manage their speech anxiety in face-to-face, hybrid, and online communication courses. These research-based findings have led to best practices and strong pedagogical approaches that create a supportive classroom culture and foster engaged learning. Then COVID-19 appeared, and things changed. In an effort to keep campuses safe and save the spring semester, everyone jumped online. Many instructors and students were experiencing online education for the first time and, understandably, anxiety exploded. Between the uncertainty of a global pandemic, the unchartered territory of a midterm pivot to fully online education, and the unknown effects of the situation on our educational system, our stress levels grew. Public speaking and presentations took on new meaning with Zoom sessions and webcams and our speech anxiety, undoubtedly, grew, as well. Reflecting upon the scholarship of the past with an appreciation of our present situation and looking toward the future, we will curate a list of best practices to prepare students to effectively manage their speech anxiety with agency, ability, and confidence.

scholarly journals Variations on Exposure Therapy: Best Practices for Managing Public Speaking Anxiety in the Online Communication Classroom

2021 ◽  
Vol 4 ◽  
pp. 103-109
Author(s):  
Sarah Chorley
Keyword(s):  
Distance Learning ◽  
Best Practices ◽  
Public Speaking ◽  
Online Communication ◽  
Response Prevention ◽  
Public Speaking Anxiety ◽  
Exposure And Response Prevention ◽  
Speaking Anxiety ◽  
Comprehensive Management ◽  
Online Public Speaking

Exposure and response prevention (ERP) therapy techniques offer unique opportunities for comprehensive management of public speaking anxiety in the online public speaking classroom beyond exposure to only the speech-giving act itself. This best practices article outlines nontraditional strategies for incorporating ERP practices in a distance-learning setting.

scholarly journals Distance Learning under the Covid-19 Conditions within Architectural Education

2021 ◽  
Author(s):  
Emel Unver ◽  
Asli Sungur
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Academic Staff ◽  
Architectural Education ◽  
Spring Semester ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Learning Platforms ◽  
Academic Year

Distance learning is one of the means of education used in various levels, from primary school to college. However, distance learning in architectural education differs from other disciplines, as architectural education is design-based with predominantly applied courses. As the spring semester of the 2019/20 academic year had to continue online due to the Covid-19 pandemic and it remained uncertain whether or when face-to-face (FtF) education will start till the end of the term, the necessity to focus on online education suddenly raised in architectural faculties. This study aims to start a discussion on how to proceed with online architectural education, focusing on quality, defining the fundamentals, and proposing suggestions within this scope. In order to achieve this aim, research on the evaluation of the existing distance learning platforms of universities, the differences between the implementations of theoretical and applied courses, the advantages and disadvantages of the process are made. For this purpose, a comprehensive literature review on universities that provide fully online, hybrid and conventional (FtF) education throughout the world is conducted, given and discussed in the paper. After the research on ongoing processes, a case study to determine the experiences, opinions and approaches of students and academic staff with the scope of emergency remote teaching is designed and conducted. Together with the findings of the review and the case study, the challenges, strengths and opportunities of online architectural education are discussed and evaluated with a focus on maintaining and raising the quality of the education. In conclusion, suggestions and proposals are made and presented to be applied and developed in architecture faculties’ future online education experiences.

Online Communication and E-Learning

2011 ◽  
pp. 927-943 ◽  
Author(s):  
António Quintas-Mendes ◽  
Lina Morgado ◽  
Lúcia Amante
Keyword(s):  
Online Education ◽  
Social Information Processing ◽  
Electronic Communication ◽  
Online Communication ◽  
Mediated Communication ◽  
Media Richness Theory ◽  
Face To Face ◽  
Virtual Groups ◽  
Communication Processes ◽  
The Social

The complexities of computer-mediated communication (CMC) are visible in the diversity of the theoretical models that try to explain the implications of electronic communication. The different approaches are not necessarily contradictory, but they emphasize different qualities or characteristics of CMC. In this chapter we review six of the most prominent models: the Social Presence Model; the Media Richness Theory; the Reduced Social Cues model; the Social Information Processing Model; the Social Identity Model and the Hyperpersonal Communication Theory. Initial studies on CMC tend to view this form of communication as impersonal and very limited in expressing emotions and complex social interactions. However, recent research has shown that electronic communication can promote a very rich relational communication and be effective in problem solving situations, in attaining results and in achieving objectives in tasks performed at a distance. The understanding of these communication processes involves a detailed analysis of several variables, such as group communication processes, the different use of verbal and non-verbal communication channels in face to face and virtual settings, and the social construction of the processes of connecting, bonding and building psychological immediacy in mediated contexts. The studies show that in several indicators of group well-being or in task efficacy indicators, better results are obtained in virtual groups, when compared to their face to face equivalents, as long as the time variable is controlled. A relevant aspect to take into account is that virtual groups take more time to socialize and to reach objectives than do face to face groups. In this chapter we discuss some explanatory hypotheses for these somewhat surprising results and analyze their consequences in terms of online education. We suggest that we now have a reasonable understanding of online communication and interaction processes, and that this knowledge should shape the practices of those who work in Online Education and Distance Education.

Observed Patterns of Dysfunctional Collaboration in Virtual Teams

2011 ◽  
pp. 392-396
Author(s):  
Wing Lam ◽  
Alton Chua ◽  
Cecelia Lee
Keyword(s):  
Online Education ◽  
Virtual Teams ◽  
Online Communication ◽  
Distance Learners ◽  
Discussion Boards ◽  
Online Chat ◽  
Face To Face ◽  
Geographically Distributed ◽  
Online Communication Tools ◽  
Social Separation

To collaborate is defined in the Wordsmyth (2002) dictionary as “to cooperate or work with someone else, especially on an artistic or intellectual project.” The widespread adoption of the Internet and increasing sophistication of online communication tools have led to the emergence of collaboration in virtual teams in which members work with each other without the constraint of being physically together (Townsend, DeMarie & Hendrickson, 1996). Unlike traditional face-to-face teams, members of virtual teams may be geographically distributed, work in different time zones, and may never even meet face-to-face. Virtual teams therefore rely heavily on asynchronous (e.g., discussion boards, e-mail), and to some extent synchronous (e.g., videoconferencing, online chat, telephone) collaboration tools to support the interaction. In the educational scene, many academic institutions are turning to the use of virtual teams to meet the growing demand for online education (Zhang & Nunamaker, 2003). Distance learners, who have limited face-to-face interaction opportunities, are organised into virtual teams to collaborate, solve problems, and conduct projects in much the same way as virtual teams in corporate organisations do. Apart from overcoming the barriers of space and time, virtual teams afford an environment conducive to peer-learning (Bailey & Luetkehans, 1998). Although the dynamics of traditional face-to-face teams in the educational setting has been well studied (Slavin, 1989), the use of virtual teams raises new issues in relation to how the physical, temporal, and social separation of students affects the learning process. This article reports on the experiences of using virtual teams in an online university.

Online Work Engagement During the COVID-19 Pandemic

2022 ◽  
pp. 334-353
Author(s):  
Pınar Ersin ◽  
Derin Atay ◽  
Fatoş Uğur Eskiçırak
Keyword(s):  
Second Language ◽  
Online Education ◽  
Foreign Language ◽  
Work Engagement ◽  
Subject Matter ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Face To Face ◽  
Global Pandemic ◽  
The World

The COVID-19 global pandemic affected many areas adversely, mainly health and education, all over the world. In education, this sudden pandemic led to efforts to bring about a set of rapid and radical solutions. As in many parts of the world, in March 2020, Turkey took steps to mitigate the potentially devastating consequences of the pandemic by changing face-to-face (F2F) education to online education. This unparalleled change in the method of delivery was new to many teachers ranging from subject matter to foreign language teaching, from novice to experienced, and most of them were unprepared. They had to face many challenges, one of which was work engagement. To the best of the authors' knowledge, no studies have been conducted on online work engagement of instructors under the pandemic conditions in Turkey. Thus, the present study was an attempt at contributing to the field by examining second language (L2) English instructors' level of work engagement on online education and their perceptions on work engagement.

Northern Michigan University online campus: A case of digital transformation in higher education

2021 ◽  
pp. 204388692110569
Author(s):  
Madison N Ngafeeson
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
High Standard ◽  
Digital Transformation ◽  
Service Needs ◽  
Extrinsic Factors ◽  
Face To Face ◽  
Global Pandemic ◽  
Face To Face Learning ◽  
Northern Michigan

The Northern Michigan University (NMU) online campus, fondly known as the “Global Campus,” is now 5 years old. Launched in 2016, this online and distance education initiative had as its mission to create academic programs that meet students’ learning and service needs “at the same high standard we do for on-campus students” (NMU). This was a kind of organic final step in the journey of digital transformation that began sixteen years before. Nonetheless, how does NMU make a pivot from 117 years of traditional face-to-face learning model to create value and compete in the digital education space? Worse still, when the Covid-19 global pandemic hits in March 2020 and the campus is forced to shut down (mandating all face-to-face teaching and learning, and to transition to online delivery within just two business days and a weekend); how does the university handle this new set of challenges as its online model gets tested in real-time? The story of NMU’s evolution to online education is told by intrinsic and extrinsic factors including declining enrollments due to changing local economics and regional demographics, an old business model now compounded by a global pandemic. This mix of factors would seem to present NMU with both an opportunity to refine its online model and some new challenges to overcome. This evolution also speaks to the importance of having an overarching digital strategy that can drive true digital transformation.

Building a Sense of Community in an Online Class

2007 ◽  
Vol 29 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Beverly Davenport ◽  
Doug Henry
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Learning Community ◽  
Graduate School ◽  
Sense Of Community ◽  
Classroom Environment ◽  
Online Classes ◽  
Mutual Support ◽  
Face To Face ◽  
Google Search

Three years ago Dimai and Ebner commented that their Google search for "learning community" produced over six million hits. Checking in 2006, we found the number of hits approaching nine million. What are all those pages talking about? Even those who work in the field of online education express their concern about "hype"—the idea that "community" is a buzzword and that only rarely does the writing about learning communities rise above platitudes and lists of "should" statements (Dimai and Ebner 2003:1). Community is an ideal that most teachers seek to develop, whether in face to face or online classes. What is less clear is what practices work in the online context. This article will focus on what we have learned about best practices and technologies to foster such a positive classroom environment, as well as traits that promote a successful transition through graduate school and into the world beyond the academy—things like cooperation, collaboration, mutual support, and perseverance.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

Social anxiety is associated with similar emotional impairments during digital and face-to-face communication in daily life

2020 ◽  
Author(s):  
James Doorley ◽  
Kristina Volgenau ◽  
Kerry Kelso ◽  
Todd Barrett Kashdan ◽  
Alexander J. Shackman
Keyword(s):  
Social Anxiety ◽  
Digital Communication ◽  
Instant Messaging ◽  
Online Communication ◽  
Medium Study ◽  
Reconstruction Method ◽  
Communication Behaviors ◽  
Face To Face ◽  
Emotional Impairments ◽  
Emotional Safety

Background:Retrospective studies have found that people with elevated social anxiety (SA) show a preference for digital/online communication, which may be due to perceptions of enhanced emotional safety. Whether these preferences for/benefits of digital compared to face-to-face communication manifest in the real world has yet to be explored. Methods: We recruited samples of college students (N = 125) and community adults (N = 303) with varying levels of SA, sampled their emotions during digital and face-to-face communication using ecological momentary assessment (EMA) (Study 1) and a day reconstruction method (DRM) (Study 2), and preregistered our hypotheses (https://osf.io/e4y7x/). Results: Results from both studies showed that SA did not predict the likelihood of engaging in digital compared to face-to-face communication, and SA was associated with less positive and more negative emotions regardless of communication medium. Study 2 also showed that whether digital communication was synchronous (e.g., in real time via phone/video chat) or asynchronous (e.g., texting/instant messaging) did not impact the association between SA and emotions. Limitations: EMA and DRM methods, despite their many advantages, may be suboptimal for assessing the occurrence of digital communication behaviors relative to more objective methods (e.g., passively collecting smartphone communication data). Using event-contingent responding may have also yielded more reports of digital communication, thus strengthening our power to detect small, cross-level interaction effects. Conclusions:These results challenge beliefs that digital/online communication provides a source of emotional safety for people with elevated SA and suggests a greater need to address SA-related emotional impairments across digital communication platforms.

scholarly journals Telehealth Competencies for Interprofessional Teams Caring for Older Adults and Care Partners

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 796-796
Author(s):  
Becky Powers ◽  
Kathryn Nearing ◽  
Studi Dang ◽  
William Hung ◽  
Hillary Lum
Keyword(s):  
Older Adults ◽  
Best Practices ◽  
Veterans Health Administration ◽  
Veterans Health ◽  
Health Administration ◽  
Delivery Of Care ◽  
Face To Face ◽  
Evaluation Measures ◽  
Interprofessional Teams ◽  
Care Partners

Abstract Providing interprofessional geriatric care via telehealth is a unique clinical skillset that differs from providing face-to-face care. The lack of clear guidance on telehealth best practices for providing care to older adults and their care partners has created a systems-based practice educational gap. For several years, GRECC Connect has provided interprofessional telehealth visits to older adults, frequently training interprofessional learners in the process. Using our interprofessional telehealth expertise, the GRECC Connect Education Workgroup created telehealth competencies for the delivery of care to older adults and care partners for interprofessional learners. Competencies incorporate key telehealth, interprofessional and geriatric domains, and were informed by diverse stakeholders within the Veterans Health Administration. During this symposium, comments will be solicited from attendees. Once finalized, these competencies will drive the development of robust curricula and evaluation measures aimed at training the next generation of interprofessional providers to expertly care for older adults via telehealth.

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