The community college serves a diverse student population with numerous programs and degrees designed to complete general education requirements and prepare students for job placement. As these students enter their anticipated occupation, most are unprepared for the oral skill requirements of their new job. They lack confidence to navigate any number of scenarios demanding interpersonal poise, teamwork, conflict resolution, presentation skills, and other occupation-specific speaking tasks. Since many of these degrees and certificates are offered partially or completely online, this Project presents a practical means of introducing speaking skills into the coursework of the growing online learning environment. The research examined the ethos of the community college and the impact of oral proficiency on the academic, personal, and occupational lives of students. Expanding on the core required speaking course, the study and resultant project informed by a genre study, presented genre-specific oral skill activities in online coursework integrating the application of multimedia tools. Constructivist learning theory was foundational to the experiential and dialogical instructional design. Interviews and ethnographic studies in online and live courses informed the teaching and assessment rubrics integrated into the Project. Reducing perceived transactional distance in online learning is critical to student success and a relational approach to teaching engenders favorable student responses.
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|Advisor:||Caputo, John, Kuskis, Alex|
|Commitee:||Caputo, John S., Crandall, Heather, Mike, Hazel|
|Department:||Communication and Leadership|
|School Location:||United States -- Washington|
|Source:||MAI 51/06M(E), Masters Abstracts International|
|Subjects:||Community college education, Communication, Educational technology|
|Keywords:||Communication in the disciplines, Community college online, Oral communication online, Oral proficiency, Reducing transactional distance, Technology in education|
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