Dr. T. Kody Frey

Dr. T. Kody Frey

Assistant Professor of Instructional Communication & ICT

Publications

You can also find my articles on my Google Scholar profile.

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

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/

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.

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/

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

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

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

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

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 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/

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/

(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

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.

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/.

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 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.

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.

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 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/