Dr. T. Kody Frey

Dr. T. Kody Frey

Assistant Professor of Instructional Communication & ICT

Posts by Collection

portfolio

publications

The invaluable nature of speech evaluation training for new basic course instructors

Published in Basic Communication Course Annual, 2015

Because oral communication assessment is key to remaining integral to general education (Allen, 2002), basic course directors must provide instructor training on how to fairly and consistently evaluate student performances. But before this training can take place, basic course directors need to have an evaluation system in place that is fair, consistent, and reflective of actual student performance. Read more

Recommended citation: Frey, T. K., Hooker, J. F., & Simonds, C. J. (2015). The invaluable nature of speech evaluation training for new basic course instructors. Basic Communication Course Annual, 27, 1-9. https://ecommons.udayton.edu/bcca/

Hoverboards and “hovermoms”: Helicopter parents and their influence on millennial students’ rapport with instructors

Published in Communication Education, 2016

The nature of the millennial–parent relationship may influence how we visit instructor-student rapport in the future. Read more

Recommended citation: Frey, T. K., & Tatum, N. T. (2016). Hoverboards and “hovermoms”: Helicopter parents and their influence on millennial students’ rapport with instructors. Communication Education, 65(4), 359-361. https://doi.org/10.1080/03634523.2016.1177846

The influence of classroom cell phone policies on instructor credibility

Published in Journal of the Communication, Speech & Theatre Association of North Dakota, 2017

Using the social influence (SI) model of technology use as a sensitizing lens results from this study (N = 206) demonstrated that policies encouraging the use of cell phones for instructional purposes resulted in significantly greater student perceptions of instructor credibility than policies discouraging the use of cell phones for noninstructional (i.e. social) purposes. Read more

Recommended citation: Frey, T. K., & Tatum, N. T. (2017). The influence of classroom cell phone policies on instructor credibility. Journal of the Communication, Speech & Theatre Association of North Dakota, 29, 1-13.

Assessing students’ perceptions of writing and public speaking self-efficacy in a composition and communication course

Published in Journal of Communication Pedagogy, 2018

One avenue for assessing learning involves evaluating self-efficacy, as this psychological belief is a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing self-efficacy and public speaking self-efficacy in a composition and communication course. Read more

Recommended citation: Frey, T. K., & Vallade, J. (2018). Assessing students’ perceptions of writing and public speaking self-efficacy in a composition and communication course. Journal of Communication Pedagogy, 1, 27-39. https://doi.org/10.31446/JCP.2018.08.

Noncompliance and dissent with cell phone policies: A psychological reactance theoretical perspective

Published in Communication Education, 2018

This study employed Brehm’s psychological reactance theory (PRT) to understand why students do or do not choose to follow classroom cell phone policies. Read more

Recommended citation: Tatum, N. T., Olson, M., & Frey, T. K. (2018). Noncompliance and dissent with cell phone policies: A psychological reactance theoretical perspective. Communication Education, 67(2), 226-244. https://doi.org/10.1080/03634523.2017.1417615

Assessing evaluation fidelity between students and instructors in the basic communication course: The impact of criterion-based speech evaluation training

Published in Basic Communication Course Annual, 2018

This study investigates the role of speech evaluation training in a) creating speech evaluation fidelity between instructor scores and student self-evaluation scores and b) facilitating the type and quality of written feedback on speeches by both students and instructors. Read more

Recommended citation: Frey, T. K., Simonds, C. J., Hooker, J. F., Meyer, K. R., & Hunt, S. K. (2018). Assessing evaluation fidelity between students and instructors in the basic communication course: The impact of criterion-based speech evaluation training. Basic Communication Course Annual, 30, 2-31. https://ecommons.udayton.edu/bcca/vol30/iss1/4/.

Students as consumers: User responses to money-back guarantees in higher education on Reddit

Published in The Online Journal of Distance Education and e-Learning, 2018

The present study employs thematic analysis procedures to explore students’ reactions to an offer by Udacity, an online provider of massive open online courses (MOOCs), to provide money-back guarantees to students who fail to obtain a job after graduation. Read more

Recommended citation: Tatum, N. T. & Frey, T. K. (2018). Students as consumers: User responses to money-back guarantees in higher education on Reddit. The Online Journal of Distance Education and e-Learning, 6(3), 44-51.

(In)flexibility during uncertainty? Conceptualizing instructor strictness during a global pandemic

Published in Communication Education, 2020

Taken together, strictness can be conceptualized as the perceived inflexibility of an instructor based on their unwavering adherence to instructional policies and procedures. Read more

Recommended citation: Tatum, N. T., & Frey, T. K. (2020). (In)flexibility during uncertainty? Conceptualizing instructor strictness during a global pandemic. Communication Education, 70(2), 214-216. https://doi.org/10.1080/03634523.2020.1857419

Facilitating students’ motivation in the basic communication course: A Self-Determination Theory perspective

Published in Basic Communication Course Annual, 2020

The purpose of the current study was to qualitatively explore instructor behaviors and student motivation in the BCC, specifically through the lens of self-determination theory. Read more

Recommended citation: Vallade, J. I., Kaufmann, R. M., & Frey, T. K. (2020). Facilitating students’ motivation in the basic communication course: A Self-Determination Theory perspective. Basic Communication Course Annual, 32, 124-147. https://ecommons.udayton.edu/bcca/vol32/iss1/9/

Using virtual reality for speech rehearsals: An innovative instructor approach to enhance student public speaking efficacy

Published in Basic Communication Course Annual, 2020

Guided by self-efficacy theory, this study examined the use of virtual reality speaking rehearsals as one technology that instructors can adopt to enhance students’ public speaking efficacy. Read more

Recommended citation: Frisby, B. N., Kaufmann, R. M., Vallade, J. I., Frey, T. K., & Martin, J. C. (2020). Using virtual reality for speech rehearsals: An innovative instructor approach to enhance student public speaking efficacy. Basic Communication Course Annual, 32, 59-78. https://ecommons.udayton.edu/bcca/vol32/iss1/6/

Syllabus sanctions: Controlling language and perceived fairness as antecedents to students’ psychological reactance and intent to comply

Published in Communication Studies, 2021

Based in psychological reactance theory, this study used a 2 × 2 experiment manipulating controlling language (low, high) and fairness (fair, unfair) within a syllabus policy to explain students’ resistant behavior Read more

Recommended citation: Frey, T. K., Moore, K. P., & Dragojevic, M. (2021). Syllabus sanctions: Controlling language and perceived fairness as antecedents to students’ psychological reactance and intent to comply. Communication Studies, 72(3), 456-473. https://doi.org/10.1080/10510974.2021.1876130

Using the basic course to prepare digital natives for new role as reverse mentors

Published in Basic Communication Course Annual, 2021

The basic communication course can prepare students for roles as reverse mentors by enhancing 1) communication competence and 2) instructional efficacy. Read more

Recommended citation: Frey, T. K., Tatum, N. T., & Cooper, T. B. (2021). Using the basic course to prepare digital natives for new role as reverse mentors. Basic Communication Course Annual, 33(1), 342-345. https://ecommons.udayton.edu/bcca/vol33/iss1/18

Overcoming technological barriers to instruction: Situating Gen Z students as reverse mentors

Published in Frontiers in Communication, 2021

In response to a changing higher education landscape, this essay presents an argument for utilizing reverse mentoring to solve technological problems in the academy. Read more

Recommended citation: Frey, T. K. (2021). Overcoming technological barriers to instruction: Situating Gen Z students as reverse mentors. Frontiers in Communication: Culture and Communication, 6, 1-3. https://doi.org/10.3389/fcomm.2021.630899

CAT in the classroom: A multilevel analysis of students’ experiences with instructor nonaccommodation

Published in Communication Education, 2021

This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. Read more

Recommended citation: Frey, T. K., & Lane, D. R. (2021). CAT in the classroom: A multilevel analysis of students’ experiences with instructor nonaccommodation. Communication Education, 70(3), 223-246. https://doi.org/10.1080/03634523.2021.1903521

Nonaccommodation and communication effectiveness: An application to instructional communication

Published in Communication Research Reports, 2021

This study incorporates communication accommodation theory (CAT) to investigate how students’ perceptions of instructor nonaccommodation influence their subsequent evaluations of the instructor. Read more

Recommended citation: Frey, T. K., & Lane, D. R. (2021). Nonaccommodation and communication effectiveness: An application to instructional communication. Communication Research Reports, 38(3), 195-205. https://doi.org/10.1080/08824096.2021.1922372

Examining motivation in turbulent times: A Self-Determination Theory replication

Published in Basic Communication Course Annual, 2022

The purpose of this study was to replicate and extend previous work (Chiu, 2021a, 2021b; Vallade et al., 2020) by applying self-determination theory (Deci & Ryan, 1985) to student motivation and engagement in the basic communication course during the shift to online learning in the initial onset of the COVID-19 pandemic. Read more

Recommended citation: Vallade, J. I., Kaufmann, R. M., & Frey, T. K. (2022). Examining motivation in turbulent times: A Self-Determination Theory replication. Basic Communication Course Annual, 31,79-98. https://ecommons.udayton.edu/bcca/vol34/iss1/7/

Instructor strictness: Instrument development and validation

Published in Communication Education, 2022

Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing instructor strictness. Read more

Recommended citation: Frey, T. K., & Tatum, N. T. (2022). Instructor strictness: Instrument development and validation. Communication Education, 71(4), 327-354. https://doi.org/10.1080/03634523.2022.2096246.

Securing the right skills: A longitudinal assessment of college students’ writing and public speaking self-efficacy

Published in Basic Communication Course Annual, 2023

This research investigated the developmental patterns of students’ writing and public-speaking self-efficacy throughout their experience in the basic communication course (BCC). Read more

Recommended citation: Frey, T. K., & Vallade, J. I.(2023). Securing the right skills: A longitudinal assessment of college students’ writing and public speaking self-efficacy. _Basic Communication Course Annual_, _35_, 31-66. https://ecommons.udayton.edu/bcca/vol35/iss1/6/

A brief validity report for the instructor strictness scales: Relationships with instructor communication styles

Published in Communication Research Reports, 2023

The purpose of this study was to provide extended validity evidence for the Evaluative, Regulatory, and Interactive instructor strictness scales through hypothesized relationships with different instructor communication styles: perceived instructor verbal aggressiveness, assertiveness, and responsiveness. Read more

Recommended citation: Frey, T. K. (2023). A brief validity report for the instructor strictness scales: Relationships with instructor communication styles. Communication Research Reports, 40(3), 145-155. https://doi.org/10.1080/08824096.2023.2220139

talks

The science of (dis)satisfaction: Satisfaction as a product of negative group experiences

Published:

Students at higher education institutions often find themselves overloaded with many different responsibilities and requirements. Students joining Greek organizations and service groups are just two examples of small groups that emphasize this idea. By examining satisfaction among these groups, we can begin to understand the factors affecting individual fulfillment and how these group experiences can become more beneficial to the overall development of the university. This specific study provides unique and relevant information on current knowledge of satisfaction by examining individual notions of satisfaction produced through negative group experiences. Results indicated that group member perceptions of Productivity significantly predicted an individual’s dissatisfaction with their group experience. At the same time, an individual’s Outside Involvement with group members did not significantly predict dissatisfaction. These results provide practical implications for focusing on group productivity and efficiency when constructing positive group experiences. Read more

Text me back: Response time as a relational predictor across text and email messages

Published:

This paper researches the use of chronemics as a nonverbal cue in two CMC media: text messages and email messages. An online survey was developed using pre-existing scales to measure perceived social attraction and affinity-seeking competence toward a message sender in a 2 x 2 experiment: fast response to text message, delayed response to text message, fast response to email message, and delayed response to email message. Results indicated that response time produced a main effect on perceptions of social attraction, while media channel did not produce a main effect. Also, results indicated an interaction effect between response time and media channel on perceived social attraction. The context in which the media channel is used ultimately results in varying meanings of what constitutes a “fast” response and how social attraction is constructed. Implications of these findings will be discussed in detail. Read more

You’ll never walk alone: Liverpool Football Club as an imagined fan community online

Published:

The following qualitative study examines geographically displaced and local fans of one of England’s most famous football teams, Liverpool Football Club (LFC). Specifically, the research explores the extent that international LFC fans within a discussion-based online forum resemble Anderson’s (1991) construction of an “imagined community”, with displaced fans using computer-mediated technologies to construct their own self-reflected fan identity and position themselves within the larger grouping. By understanding how international fans construct communities without being directly linked to localized cultures, this research seeks to shed light on the way in which individuals attempt to compensate for a lack of lived experience through a collection of virtual knowledge, as well illuminating the limits of the virtual environment in creating a sense of authenticity and group cohesion. Read more

Celebrating your choice: Online social sup- port for individuals facing traditional abortion stigmas

Published:

This study seeks to understand the role of communication in an online support group celebrating individual freedom to receive an abortion. The research draws on contemporary social support literature to examine the manifestation of previously researched communicative support behaviors, along with the emergence of new behaviors. The results indicate the emergence of two support strategies unique to this context: attacks/criticisms and storytelling. These forms of support allowed members to symbolically justify their controversial beliefs, as well as narratively make sense of their personal and social relationships before, during, or after the decision to undergo an abortion. The findings demonstrate the dark side of social support as it relates to stigmatized beliefs by showing how the open source nature of the support group perpetuates the prevalence of potentially chastising, yet meaningful, communicative behaviors. Read more

Peer assessment and use of written speech feedback in the basic communication course

Published:

In order to continue developing teaching and learning in the basic communication course, assessment efforts must seek to evaluate the quality of pedagogical programs relying on criterion-based grading systems. Previous research has already examined the nature of instructor feedback comments and student feedback comments during self-critiques of their own speeches; however, a gap in literature exists regarding whether or not peers should evaluate one another as practice for applying grading criteria that will determine their final scores. Qualitative and quantitative analyses revealed that the classroom context, along with the desire to save positive face, results in students evaluating each other’s speeches differently than instructors. In terms of the basic course, this finding has implications for the future development of both the basic communication course and speech evaluation training. Read more

Increasing speech evaluation fidelity between instructors and students through in-class peer workshops and assessment

Published:

This study investigates the role of speech evaluation training in a) creating speech evaluation fidelity between instructor scores and student self-evaluation scores and b) facilitating the type and quality of written feedback on speeches by both students and instructors. The results suggest that students who undergo speech evaluation training achieve a higher level of evaluation fidelity with their instructors. Second, negative feedback comments by instructors and students significantly predicted the score provided on the speeches by both parties, respectively. Finally, students who received speech evaluation training provided significantly more constructive comments on their evaluations than students who did not receive training. These findings reiterate the necessity for speech evaluation training with the basic communication course classroom while also offering several practical implications in terms of revising training methods and preparing individuals within a classroom for providing effective feedback. Read more

Building a solid foundation for the speech lab: A revised training plan for Graduate facilitators based on needs assessment

Published:

The present needs analysis examines the nature and structure of a training process designed to prepare graduate assistants in their new roles as Speech Laboratory facilitators. Survey data and open ended responses indicate training deficiencies in the following areas: 1) locating the appropriate individual for troubleshooting issues, 2) conducting Speech Lab assessment before and after student visits, and 3) operating necessary audio/video equipment. A revised training plan based on the results is described in detail. Read more

Half manners, half lying: A review and critique of politeness theory

Published:

Politeness theory suggests that humans, as rational beings, deviate from efficient and logical forms of speaking to avoid conflict and protect face. Accordingly, scholars from across the spectrum of social science have relied on politeness theory as a means of understanding various social processes across cultures. While this attention has led to a more robust understanding of social relationships, it has also resulted in conceptualizations of politeness across disciplines that move away from Brown and Levinson’s (1978; 1987) original construction. Instead of concentrating on the complex series of events that characterize the theory in its entirety, scholars tend to rely on individual theoretical components like face support and face threats. Through a systematic review of the literature, this paper aims to critique various applications of politeness theory from the perspective of a discipline infatuated with its value: communication. First, the paper provides an overview of the propositions that make up politeness theory as a whole. Considering the tendency of social science researchers to selectively apply aspects of the theory to their work, the review then moves toward a critique of the theory’s overall theoretical value. Third, insight into the current state of the theory and its application is offered, paying particular attention to areas of concern in politeness research. Finally, the work provides a wealth of potential future directions for politeness theory, including an increased focus on nonverbal behaviors, practical implications, and individual action. Read more

Classroom cell phone policy attitudes and intended compliance in the basic course

Published:

The current study applied Fulk’s (1993; Fulk, Schmitz, & Ryu, 1995) social influence (SI) model of technology use to students’ perceptions of classroom syllabi in the basic communication course. More specifically, the study evaluated students’ attitudes toward policies and intended compliance with policies attempting to regulate cell phone use in the classroom. Results demonstrate that students report to use their phones most often for social purposes while in class, students exhibit more positive attitudes when they encounter encouraging cell phone policies, students do not differ in their intended compliance to either encouraging or discouraging policies, and students’ general attitudes toward cell phones significantly predict their intended compliance with classroom syllabi. These findings have significant implications for researchers, instructors, and basic course directors in designing usable course syllabi and better understanding how to manage students throughout the basic course. Read more

Mediated misbehaviors: The mediating effect of online classroom climate on instructor misbehaviors, credibility, and affective learning

Published:

Using expectancy violations theory as a lens, the current study explored online classroom climate as a mediator of the effect of instructor misbehaviors on both a) credibility and b) affective learning. Results indicated that online classroom climate partially mediated the relationship between instructor misbehaviors and both outcome variables. When students in the distance education classroom perceive a positive classroom climate, the severity of the instructor’s misbehavior is lessened. Despite the effects of their inappropriate misbehaviors, instructors can create an environment in which students can still perceive positive outcomes following a typically unexpected behavior. Read more

Communicating instructor presence: Construct development and validation of a new measure

Published:

The idea of presence as a communication construct has received considerable attention from a wide variety of scholars. However, multiple definitions and their subsequent scale developments have become problematic for the discipline. This is especially prevalent considering the sustained interest in understanding presence as facilitated through online rather than face to face contexts. In this study, some of the limitations of previous iterations are resolved by forwarding a new term, instructor presence, grounded in Brown and Levinson’s (1978; 1987) politeness theory and specific to classroom instruction. This theoretical lens suggests that certain sociological factors embedded within an instructor’s communication (i.e., social distance, power, and ranking of imposition) contribute to students’ perceptions of bearing and subsequently affect their communication behaviors. To construct a measure of instructor presence, this paper presents an overview of the elements believed to influence each factor individually, as well as three independent focus groups with students and faculty members to further refine and develop the construct. Read more

The development and validation of the classroom cell phone policy attitudes and policy compliance instruments

Published:

The current study applied Fulk’s (1993; Fulk, Schmitz, & Ryu, 1995) social influence (SI) model of technology use to students’ perceptions of classroom syllabi in the basic communication course. More specifically, the study evaluated students’ attitudes toward policies and intended compliance with policies attempting to regulate cell phone use in the classroom. Results demonstrate that students report to use their phones most often for social purposes while in class, students exhibit more positive attitudes when they encounter encouraging cell phone policies, students do not differ in their intended compliance to either encouraging or discouraging policies, and students’ general attitudes toward cell phones significantly predict their intended compliance with classroom syllabi. These findings have significant implications for researchers, instructors, and basic course directors in designing usable course syllabi and better understanding how to manage students throughout the basic course. Read more

What do I say? Investigating students’ sensitive disclosures from the instructor’s perspective

Published:

This study examined students’ self-disclosure of sensitive topics to their instructors and the instructors’ respective responses. Using communication privacy management (CPM; Petronio, 2002) as a framework, the researchers explored (1) the nature and type of sensitive disclosures shared by students in the classroom context, (2) the instructor’s appropriate or non-appropriate responses to the disclosure, (3) the instructor-student communicative interaction during student self-disclosure of sensitive subject matter, and (4) the practical implications regarding classroom best practices following sensitive student disclosures. Following the distribution of an open-ended questionnaire to instructors (N = 39), the researchers engaged in a process of open and axial coding and identified key themes and concepts from the data. Students engaged in conversations about sensitive information with their instructors (e.g., sexually-related disclosures (n = 12), mental health (n = 7), and personal or family members’ drug and alcohol abuse (n = 4). Additionally, instructors’ responses to these disclosures ultimately shaped their future interactions with students. These findings, as well as practical implications, are discussed in detail. Read more

Rethinking student engagement: Comparing behavioral and agentic orientations

Published:

An analysis of existing research in the field of education suggests that the current conceptualization and operationalization of student engagement falls short of fully capturing the entire learning phenomenon. In particular, Reeve and Lee (2014) claimed that engagement “is a multi-dimensional construct that has been conceptualized as consisting of three, and sometimes of four distinct, yet intercorrelated and mutually supportive aspects of behavior, emotion, cognition, and agency” (p. 528). The current research serves two specific functions. First, the research seeks to further explore the development of the Student Engagement Scale by discriminately analyzing items related to behavior and agency to establish a difference between these concepts. Second, the research should extend knowledge surrounding classroom learning by providing a more meticulous and precise method of assessing students outcomes. Read more

The relevance of the communication graduate student association

Published:

The evidence concerning the various pressures faced by graduate students can, in itself, be overwhelming. At the National Communication Association annual convention in Dallas, a group of graduate student leaders from across the country held a panel entitled The Relevance of the Communication Graduate Student Association, where we shared many of the personal and professional issues faced by our departments’ respective programs. In reality, such organizations are a microcosm of larger, institutional-level difficulties that graduate students may or may not realize directly affect their everyday lives. While we bicker and gripe about our peers and colleagues who refuse to attend organizational meetings, our student representatives at the institutional level from disciplines like biology and agriculture are attempting to reconcile massive amounts of funding and fee allocation problems that ultimately dictate how we exist as students in the future. Although we as communication professionals are uniquely positioned to take part in these reforms, we often fail to integrate ourselves in these situations due to the constraints placed upon us by our respective circumstances. Herein lies the “wicked problem” (Rittel & Weber, 1973): graduate students in communication need administrative experience through increasing involvement at higher levels of institutional functioning so that the discipline can flourish, yet the lack of resources available to these same graduate students disincentives this extracurricular involvement. Read more

Assessment in the basic communication course: The impact of criterion-based speech evaluation training for students on evaluation fidelity with instructors

Published:

This study investigates the role of speech evaluation training in a) creating speech evaluation fidelity between instructor scores and student self-evaluation scores and b) facilitating the type and quality of written feedback on speeches by both students and instructors. The results suggest that students who undergo speech evaluation training achieve a higher level of evaluation fidelity with their instructors. Second, negative feedback by instructors and students significantly predicted the score provided on the speeches. Finally, students who received speech evaluation training provided significantly more constructive comments on their evaluations than students who did not receive training. These findings reiterate the necessity for speech evaluation training while offering practical implications for revising training methods and preparing individuals for providing effective feedback. Read more

Students as consumers: User responses to moneyback guarantees on Reddit

Published:

There has been an evidenced growth of student consumerism in the industry of higher education. This consumer-oriented perspective leads to increased levels of student entitlement, directly impacting students’ expectations for the learning environment. The present study employs thematic analysis procedures to explore students’ reactions to an offer by Udacity, an online provider of massive open online courses (MOOCs), to provide money-back guarantees to students who fail to obtain a job after graduation. Implications for growing levels of student entitlement, as well as strategies to combat them, are discussed. Read more

No homework, no problem? Using expectancy violations theory to understand internet reactions to the elimination of homework at a Texas elementary school

Published:

On August 16, 2016, Brandy Young, a second-grade teacher in Godley, Texas, sent students home with a note informing parents of her intention to eliminate homework as a formal assignment for the school year. Following the posting of the note to Facebook by the mother of one student, Young’s decision to stop assigning homework quickly became a viral sensation featured by news outlets across the country. Using expectancy violations theory (EVT; Burgoon & Hale, 1988), the current case study identified a sample of user-generated comments to a variety of online news reports highlighting Young’s actions. The comments were evaluated based on their positive, negative, or neutral valence to determine the frequency and focus of the general public’s reaction to the story. The practical implications of shifts in traditionally-accepted pedagogy for primary education students, such as the one highlighted herein, are discussed. Read more

Identifying the personal and professional impact of students’ self-disclosures

Published:

College can be a tumultuous experience. More than ever, the average student encounters challenges such as sexual assault, mental health issues, and concerns about personal safety on campus. While numerous studies elucidate instructor and student self-disclosures in general, sparse literature exists that systematically investigates the far-reaching ramifications of this experience for the parties involved. The aim of this study is to offer a qualitative assessment of student self-disclosures from the perspective of the instructor and to generate theory accounting for the ways in which instructors construct beliefs about professionalism and role responsibility after these disclosures. We incorporate an interpretive grounded theory approach (Glaser & Strauss, 1967) to gain a more comprehensive, in-depth understanding of this phenomena. Read more

Assessing students’ perceptions of writing and public speaking self-efficacy in a composition and communication course

Published:

One avenue for assessing learning involves evaluating self-efficacy, as this psychological belief is a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing self-efficacy and public speaking self-efficacy in a composition and communication course. This course is structured to develop both writing and public speaking competencies; the research sought to determine whether students believed they were leaving the course feeling more confident in their capabilities within each respective academic domain. Results (N = 380) from pre- and post-test data suggest that students’ reported writing and public speaking self-efficacy significantly increased over the semester. Additionally, students’ mastery experiences, operationalized as informative essay and informative speech grades, were related positively to changes in self-efficacy at the end of the semester. These results offer three implications for teaching within this course design and structure. Read more

Classroom ‘baehaviors’: An examination of couples’ management of relational privacy in the classroom

Published:

This study investigates how couples navigate privacy boundaries and ownership within a classroom context through Petronio’s (2002) Communication Privacy Management (CPM) theory. Like the workplace, the classroom presents a unique environment in which outside individuals may obtrusively obtain private information about an individual or a couple through observation and revelation. Therefore, this research examined how couples conceal, reveal, or unintentionally leak information about their dating relationship to an instructor. Through dyadic interviews, couples revealed the foundational criteria that influenced the development of privacy rules, the perceived sense of ownership their instructor obtains over the private information, and the influence of relational turbulence on academic and relational success. Ultimately, couples create “self-destructive boundaries” by failing to negotiate all aspects of certain criteria (i.e. physical and social context) and allowing others to access private information through observations of nonverbal behavior. Additionally, the presence of classroom standards of performance creates a sense of embodied competition for couples that introduces turbulence both inside and outside of the classroom. Read more

Syllabus sanctions: Controlling language and perceived fairness as antecedents to students’ psychological reactance and intent to comply

Published:

Psychological reactance theory (PRT) has helped explain students’ resistant behavior. Additionally, several studies have explored resistant student behaviors as a product of an instructor’s syllabus policies. To build upon this line of research, a 2 × 2 experiment was conducted manipulating controlling language (low, high) and fairness (fair, unfair) within a syllabus policy. To increase external validity, the page on which the policy was located was drawn from an actual communication course. Controlling language and fairness had an interactive effect on perceived threat to freedom, reactance, and intent to comply. Specifically, freedom threat and reactance were lower and intent to comply was greater when the policy was fair and used low controlling language than when the policy was unfair and/or used high controlling language. The effect of freedom threat on intent to comply was mediated by reactance. Read more

An exchange of ideas: A dialogue on the state of the basic communication course

Published:

This panel brings together basic course directors and instructors who are engaged in the research, pedagogy and the development of the basic course. The panelist will engage in a dialogue on the state of the basic course. In light of our shifting academic landscape, this interactive dialogue aims to explore the critical issues facing administrators and instructors who strive to strengthen course design, assessment, and research. Read more

Communication Accommodation Theory: An overview and adaptation to instructional communication

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This essay provides an argument for the integration of Communication Accommodation Theory (CAT; Giles, 1973) within classroom communication. More specifically, a rationale is provided justifying the benefits of framing instructional communication through a theoretical framework of communication adjustment. The essay begins by overviewing the theoretical history of CAT before synthesizing the existing research concerning either CAT or adjustment within classroom contexts. Finally, several future directions for researchers are identified. Ultimately, researchers from both disciplinary camps have unique experiences and perspectives, both theoretically and methodologically, that will lead to nuanced thinking about communication, adjustment, learning, and identity. Read more

Modeling classroom communication through hierarchical linear modeling: Benefits to instruction, assessment, and theory

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Hierarchical linear modeling is an advanced statistical technique that allows researchers to answer questions about cross-level interactions while controlling for confounding contextual and methodological effects. This essay presents a framework for applying HLM to 1) instructional communication, 2) communication education, and 3) theory based on the relevant questions that can be answered through nested data structures, respectively. The essay concludes with a conceptual demonstration of HLM as it may be applied to communication theory within a classroom setting. Potential implications for instructional communication, basic course assessment, and theory are articulated throughout. Read more

Facilitating students’ motivation in the basic communication course: A Self-Determination Theory perspective

Published:

Given that students may not find inherent value in their general education courses, and in particular, the basic communication course (BCC), the current study was aimed at exploring the instructor behaviors that students identify as enhancing their motivation within this context. Specifically, the purpose of the current study was to qualitatively explore instructor behaviors and student motivation in the BCC, specifically through the lens of self-determination theory. Open-ended responses from students currently enrolled in a basic communication course resulted in 28 themes, which were organized by student needs of relatedness, autonomy, and competence. Relatedness themes were most frequently reported, with particular emphasis on instructors’ positive teaching style and course content relevance. Practical implications based on student responses are offered for BCC instructors. Read more

The influence of student perceptions of instructor nonaccommodation on communication satisfaction and instructor-student rapport

Published:

This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. A series of two-level hierarchical linear models (students nested within instructors) revealed significant, negative associations between specific modes of instructor nonaccommodation (i.e., nonaccommodation related to nonverbal responsiveness, content knowledge, and student support) and students’ reported outcomes. Specifically, nonaccommodation related to nonverbal responsiveness and student support resulted in less communication satisfaction and instructor–student rapport when controlling for student sex and expected grade in a course. Contrarily, only nonaccommodation related to content knowledge predicted processing fluency. The research provides instructional communication researchers with a unique theoretical framework for conceptualizing and assessing student perceptions while also raising important questions regarding how students prioritize effective teaching behaviors in context. Practical implications are provided for how instructors better assess and enact behavior relative to individual student needs. Read more

Technology acceptance model: Investigating students’ intentions toward adoption of virtual reality for public speaking rehearsals

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Virtual reality (VR) affords users an array of benefits when it comes to confronting apprehensions and improving performance. Given that communication apprehension is often tied to presentations within and beyond the classroom, this mixed methods, longitudinal study examined college student behavioral intentions for VR adoption when using the technology for rehearsing public speaking or presentation assignments. Using the technology acceptance model, our quantitative findings suggest that the perceived usefulness of VR for preparing for final speeches and VR anxiety influence their behavioral intentions to personally adopt VR or recommend the adoption of VR to campus communication centers, friends, or other instructors. Qualitatively, students also discussed perceived usefulness and positive and negative emotional reactions to the technology as facilitators and inhibitors to VR adoption. Based on our findings, several conclusions and implications are suggested for those interested in adopting VR in their own classrooms or for public speaking rehearsals. Read more

A longitudinal assessment of student growth trajectories in the introductory communication course: Effects of student characteristics and affective reactions

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This research investigated the developmental patterns of students’ writing and public-speaking self-efficacy throughout their experience in the basic communication course (BCC). Questions were posed regarding (a) whether students grew in their reported writing and public speaking self-efficacy over two semesters, (b) whether growth differed based on biological sex, and (c) whether affinity and apprehension (as sources of performance self-efficacy) played a role in student growth. Two multilevel models revealed significant differences in students’ initial status and rate of growth for each outcome. Specifically, sex, affinity, and apprehension influenced students’ starting positions in the course, while only apprehension had a significant impact on growth. Analyses also revealed a contextual effect of the winter break on growth patterns. The results paint an important picture of the factors influencing students’ personal development in the BCC, while also highlighting the use of multilevel modeling as a potential and relevant tool for contextualizing communicative development over time. Read more

Using multilevel modeling to respect nested data in program assessment

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Despite being a statistically complex technique, MLM poses a variety of advantages, including more precise estimates of student growth, more accurate consideration for individual-differences variables on classroom process, and the possible investigation of contextual effects. Using this particular assessment tool may reveal hidden patterns or answer more complex questions than traditional, aggregated research practice. The DATE session will introduce attendees to this underutilized technique and provide resources for its implementation in the hopes that it can become more widely adopted among communication scholars. Read more

Experimental effects of instructor aesthetics in the Zoom classroom: Online learning climate and student engagement

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This study explores the effects of video speed and instructor behaviors on student outcomes and perceptions. Participants (N = 209) were randomly assigned to one of eight experimental conditions that included the speed of the video, organizational cues used or not used in the video and note taking required or not required. Participants then completed measures including instructor social presence, sustained attention, cognitive load, affective learning, a recall quiz, and perceived cognitive learning. The students perceived they learn more when watching videos at normal speeds, while listening to the instructor’s voiceover with organizational cues, and when taking notes. Results suggest that video speed alone may not be enough to increase either positive (i.e., germane) or negative (i.e., extraneous) cognitive load, however, there are practical strategies to reduce cognitive load that both instructors and students can enact in our ever-changing higher education classrooms. Read more

A practical guide to using multilevel modeling for communication assessment: Assessing student growth over time

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Researchers throughout the social sciences utilize multilevel modeling (MLM) to investigate the ecological conditions influencing social interactions. However, communication researchers and administrators – particularly those who collect data from learners within classrooms – have not yet embraced MLM as a statistical tool that meets contemporary research needs. Instead, these researchers often (a) eliminate correlated error terms in their data by asking students to explicitly think of instructors from different classes when responding to survey items (i.e., Plax et al., 1986) or (b) aggregate data across varying levels of abstraction. The purpose of this article is to clarify the 6 major steps involved in conducting a multilevel analysis so that communication researchers and program administrators can more accurately and precisely assess students’ classroom experiences. Theoretically framed by elements from Walberg’s (1981, 1984) model of educational productivity, we illustrate the model building process with both a longitudinal and cross-sectional example using assessment data collected from [institution redacted for blind review]. The results assist researchers in both classroom communication and communication-program assessment by offering assistance that makes conducting, interpreting, and reporting multilevel analyses more accessible. Read more

A brief validity report for the instructor strictness scales: Relationships with verbal aggressiveness, responsiveness, and assertiveness

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Researchers have begun using strictness as a framework for better understanding the communicative nature of classroom enforcement strategies. In pursuit of operationalizing this construct, the purpose of this study was to provide extended validity evidence for the Evaluative, Regulatory, and Interactive instructor strictness scales through hypothesized relationships with different instructor communication styles: perceived instructor verbal aggressiveness, assertiveness, and responsiveness. Analyses revealed that the strictness subdimensions were positively related to verbal aggressiveness and assertiveness and inversely related to instructor responsiveness. However, on three occasions, students’ reports of strictness related to Norms, Availability, and Testing were not significantly related to assertiveness. Implications for the future study of instructor strictness using the proposed scales are discussed. Read more

Instructor and student strategies to manage cognitive load in viewing sped up lecture content: The influence on perceptions and outcomes

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This study explores the effects of video speed and instructor behaviors on student outcomes and perceptions. Participants (N = 209) were randomly assigned to one of eight experimental conditions that included the speed of the video, organizational cues used or not used in the video and note taking required or not required. Participants then completed measures including instructor social presence, sustained attention, cognitive load, affective learning, a recall quiz, and perceived cognitive learning. The students perceived they learn more when watching videos at normal speeds, while listening to the instructor’s voiceover with organizational cues, and when taking notes. Results suggest that video speed alone may not be enough to increase either positive (i.e., germane) or negative (i.e., extraneous) cognitive load, however, there are practical strategies to reduce cognitive load that both instructors and students can enact in our ever-changing higher education classrooms. Read more

Using Microsoft Teams to Facilitate Asynchronous Online Focus Groups: Personal reflections and practical advice

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The COVID-19 pandemic presented unique challenges to researchers engaged in qualitative research. Such methods often require the use of in-person methods of data collection and were greatly interrupted during this time of global emergency. Yet, navigating this altered terrain presented opportunities to reflect on the traditional methodological landscape. In this paper, we reflect on the use of Microsoft Teams to facilitate multiple online asynchronous focus groups. We draw on the findings from a study of researchers focused on translational medicine, who work in disparate locations and often have conflicting schedules, to show how the use of this approach facilitated active communication between individuals who otherwise rarely interact. Specifically, we reflect on five ways the technological affordances of Microsoft Teams both enhanced and challenged traditional focus group practice. We consider how (1) conversational sequence, (2) discussion moderation, (3) nonverbal cues, (4) supporting information, and (5) technical competencies relate to using this approach. This results in several reflections intended to help future researchers prepare to facilitate asynchronous online focus groups using Teams. Specifically, we highlight our experiences in terms of participant interaction, iterative reflections, and data management. Ultimately, we argue that this approach adds an important and powerful tool to the qualitative methodological toolkit. Read more

Instructor strictness: Scale refinement and effects on intermediary student outcomes

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This study explores the extent to which student perceptions of evaluative, regulatory, and interactive instructor strictness predict student intrinsic motivation, interest, and engagement — consequential student outcomes that facilitate student learning. In addition, short forms of the instructor strictness scales are forwarded for use in the present study and future research. Results suggest that in most cases, perceptions of instructor strictness decrease student intrinsic motivation, interest, and engagement. Importantly, the magnitude of effects differed depending on the type and nature of the rules, policies, and norms that were enforced (e.g., deadlines, testing, standards). Based on these findings, future directions for the ongoing exploration of instructor strictness are forwarded. Read more

Applying the pressure: Exploring how instructor strictness impacts students’ individual classroom experiences.

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Students tend to think negatively of instructors they find strict (i.e., inflexible). However, strictness as a communication variable is not theoretically positioned as positive or negative; its impact likely varies depending on the person. To investigate this idea, the current study thematically analyzed written narratives from 457 students about their interactions with instructors they identified as strict. The results established 10 themes that collectively reflect students’ experiences: reduced engagement, shifts in grade orientation, improved study habits, increased pressure, increases in stress/anxiety, enhanced focus, poor climate, reduced distractions, increased relational distance, and deterrence from help-seeking. Although strictness is generally viewed as an undesirable instructor behavior, its actual influence on students’ learning and classroom experiences is mixed. We discuss the implications of this conclusion for the study of strictness as an instructional concept moving forward. Read more

teaching

CI616: Foundations of Instructional Communication (Online)

Graduate course, University of Kentucky, School of Information Science, 2022

Instructional communication is a blending of three disciplines including pedagogy (teaching), educational and cognitive psychology (learning), and communication. Although each of these unique disciplines is embedded in its own theoretical and research tradition, this course will focus on where these three disciplines intersect. We will examine and criticize various communication and instructional models, along with the programs of research produced from these models, plan for and deliver instruction in both in-person and computer-aided venues, learn various methods for assessing teaching and learning, and discuss the managerial and political aspects of instructional delivery in various professional contexts, with a special emphasis on those in academic, information, and organizational settings. Seminar topics will include student learning, the transactional nature of teacher-student communication, and instructional communication theory building. Read more

CI665: Quantitative Methods in Communication Research

Graduate course, University of Kentucky, School of Information Science, 2022

This required graduate course is designed to provide master’s and doctoral students with a sophisticated understanding of the philosophy, theory, design, and analysis of quantitative communication research. As such, the course focuses on the scientific method and approaches communication research as part of social science research. The course will assist students in understanding the study and practice of quantitative behavioral research techniques that apply to communication. Throughout the semester students will be exposed to a variety of methodological designs and statistical procedures that will ultimately allow them to design, complete, and eventually publish the results from independent research projects. At the end of this course, students should be able to: Read more

ICT115: Composition & Communication in the Digital Age II

Undergraduate course, University of Kentucky, School of Information Science, 2023

Communication for the Information Age focuses on improving students’ oral, written, and visual communication skills so they can effectively form and translate technical information in ways that are easily understood by public audiences. In this course, students will both analyze and create materials designed to inform and persuade professionals in fields related to information communication technology. Students will also work individually and in groups to research, create, and present an argument focused on improving the communication of technical information. They will explore issues that align with their professional interests and produce products that use multiple methods (oral, written, or digital) to make an argument. A significant component of the class will involve learning to use visual and digital resources to enhance written and oral presentations. Prerequisite ICT 114, CIS 110/WRD 110, or equivalent. Read more

CIS112: Accelerated Composition and Communication

Undergraduate course, University of Kentucky, School of Information Science, 2023

CIS 112 is an accelerated version of the standard two-semester composition and communication sequence. It focuses on integrated oral, written, and visual communication skill development and emphasizes critical inquiry and research. Students will sharpen their ability to conduct research; compose and communicate in written, oral, and visual modalities, and use interpersonal skills to work effectively in groups (dyads and small groups). Read more

ICT114: Communication in the Digital Age I

Undergraduate course, University of Kentucky, School of Information Science, 2023

Composition and Communication in the Digital Age I is the first course in a two-course series designed to teach practical communication skills to students interested in Science, Technology, Engineering, and Mathematics (STEM). The course teaches students to compose and communicate ideas across oral, written, visual, and technological contexts. Specifically, this course will focus on equipping students to (1) translate complex, technical information into understandable terms, (2) utilize research skills to collect and evaluate information, and (3) effectively recognize and adapt behavior in accordance with the expectations for the selected mode of communication. Read more