Doctoral Dissertations

Date of Award

5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Communication and Information

Major Professor

John Haas

Committee Members

Suzie Allard, Quinten Bernhold, Christopher Stripling

Abstract

Instructor communication abilities play a critical role in shaping student learning outcomes, particularly in skill-based courses such as public speaking. While extensive research has examined student-related factors influencing learning outcomes, less attention has been given to how instructor characteristics contribute to student success. This study investigates the relationship between instructor communication abilities and student learning outcomes in public speaking courses, incorporating course format (face-to-face vs. online) and student communication apprehension as potential moderating factors.

Grounded in constructivist communication theory, this study employs a longitudinal research design to assess how students’ public speaking competencies develop over time in response to instructor communication behaviors. By utilizing pre-test/post-test measures, this study tracks student progress throughout the course, offering insights into how instructor communication strategies influence learning gains and student engagement. Additionally, the study examines whether differences in course format impact the effectiveness of instructor communication behaviors in shaping student learning experiences.

Findings from this research contribute to both theoretical and practical discussions on instructional effectiveness in communication education. Theoretically, the study extends constructivist principles by demonstrating how instructor communication abilities facilitate student knowledge construction, engagement, and skill development. Practically, the findings offer valuable implications for instructor training, public speaking course design, and best practices for online and face-to-face instruction. By addressing key gaps in the literature, this research provides a comprehensive examination of the instructor’s role in public speaking pedagogy, offering insights that can enhance teaching effectiveness and student learning outcomes.

This study’s implications extend beyond public speaking courses, providing a framework for evaluating instructor communication effectiveness in higher education more broadly. By identifying specific instructional behaviors that contribute to student success, the study aims to inform faculty development programs and institutional policies that promote high-impact teaching strategies.

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