ERIC Number: ED528357
Record Type: Non-Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 14
Teaching Speech Communication in a Black College: Does Technology Make a Difference?
Nwadike, Fellina O.; Ekeanyanwu, Nnamdi T.
Online Submission, US-China Education Review B 2 p195-202 2011
Teaching a speech communication course in typical HBCUs (historically black colleges and universities) comes with many issues, because the application of technology in some minority institutions differs. The levels of acceptability as well as affordability are also core issues that affect application. Using technology in the classroom means many things to many people, even though technologically enhanced classrooms continue to expand in campuses of HBCUs across America. It has been observed that the use of technology has often helped educators accomplish what they could not ordinarily accomplish in situations where such enhanced teaching tools are absent. As a result, utilizing hybrid courses has grown in popularity in most institutions of higher learning in the US. This paper, therefore, explores the teaching method that provides students a better and more flexible way of comparing their performances using technologically enhanced teaching tools. In essence, this paper argues that technology enhances teaching effectiveness and learning. It further posits that technology creates effective forums as well as aids the assessment of learning outcomes through guidelines, responses and rubrics. Hybrid and traditionally inclined students' performances were compared using t-test scores to statistically determine the conclusions reached.
Descriptors: Speech Communication, Black Colleges, Educational Technology, Teaching Methods, Influence of Technology, Technology Uses in Education, Instructional Effectiveness, Educational Improvement, Educational Innovation, Blended Learning, Conventional Instruction, Intermode Differences, Comparative Analysis, Comparative Testing, Achievement Gains, Technology Integration
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States