Incorporating Virtual Reality Training in an Introductory Public Speaking Course

This study presents the results of two studies using a virtual reality (VR) public-speaking training simulation as an instructional aid in a basic communication course. Results from the first study suggest that VR practice was associated with higher subsequent speech delivery grades in the course compared to no practice. However, VR practice did not reduce public speaking anxiety (PSA). In a follow-up study, VR practice was compared with other forms of lab-based practice including in front of a mirror and a recorded video session. All forms of lab practice (VR, mirror, or video) were associated with higher speech grades than no practice, but there were no differences between lab-practice conditions in terms of outcomes. Results are discussed in terms of adopting and using virtual public-speaking simulations in large undergraduate public-speaking courses.

Mapping Research Directions in the Introductory Communication Course: A Meta-Synthesis of Published Scholarship

The introductory communication course has a history of producing meaningful scholarship that shapes teaching and learning at institutions of higher education around the world. The scope of this research is broad and, as such, calls for a meta-synthesis of trends in and avenues for future research. This project examines published work from the past decade—2010 through 2019—in key outlets that regularly publish introductory course-focused research (The Basic Communication Course Annual, Communication Education, Communication Teacher, The Journal of Communication Pedagogy). This analysis of 98 articles revealed that publications tend to focus on three primary areas: (1) students and instructors, (2) the structure of the course, and (3) assessment—while calling for future research to “replicate” past studies. Based on this meta-synthesis, we propose directions for future scholarship that will continue to impact teaching and learning practices beyond replication.

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

Course administrators hold a unique position in academe—one that requires high levels of emotion management as part of the job. This research utilized a collaborative autoethnography to explore how workplace emotions were experienced in the basic communication course. The experiences were presented through vignettes written and analyzed by seven course administrators from programs across the United States. Four themes emerged from the vignettes: (1) acting perpetually positive, (2) (un)catching emotion, (3) rushing for time, and (4) switching roles. Each theme highlighted the multiple, and sometimes competing, responsibilities/expectations embedded in the administrative role. This research offers a discussion of each theme and informs five recommendations for managing emotions and emotional labor within course administration.

Best Practices for Facilitating Difficult Dialogues in the Basic Communication Course

Effective facilitation of classroom dialogue can stimulate open discussion and debate, challenge students to consider diverse perspectives, and promote critical student reflection and growth. Unfortunately, some instructors may be hesitant to approach controversial topics, for fear of losing face or risking chaos in the classroom. By learning and practicing established facilitation techniques, teachers can develop confidence and competence in harnessing the pedagogical power of difficult dialogue while maintaining classroom cohesion and community. This article provides 10 best practices for facilitating difficult classroom dialogues. These practices equip instructors with resources for building community, maintaining classroom immediacy, and grappling with disagreements without destroying relationships and classroom climate.