Learning effectiveness in community college fundamentals of public speaking courses by delivery modality: A comparison of hybrid and face-to-face formats

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Distance education courses have received mixed reviews as to the effectiveness of student learning. The mixed reviews have spurred a debate as to the plausibility of teaching traditional college courses in an online or hybrid format. The purpose of the study was to compare the learning effectiveness of hybrid and face-to-face course delivery modalities using student performance and instructors' perceptions of students' performances. Learning effectiveness between distance education and face-to-face delivery methods was evaluated using a two-step approach. Quantitative research was used to determine if there is a significant difference in the areas of speech delivery scores, different subcategories of speech delivery scores, and male and female delivery scores. Using a qualitative approach, Step 2 of the research consisted of interviews with four instructors to examine the instructors' perception of student success on speeches for both delivery methods. Instructor interviews and findings from t tests suggest that there are differences in the delivery skills that could be attributed to the different course formats. It was determined that the students' education was not hampered by taking hybrid Fundamentals of Public Speaking courses. If instructors merge the advantages from both face-to-face and hybrid courses, both formats can become even stronger. It was concluded that additional research is needed to strengthen the findings of this study and support the decision for community colleges to offer hybrid Fundamentals of Public Speaking.

Author-supplied keywords

  • Adult education
  • Community college education
  • Educational technology
  • Language arts

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  • Angela Prelip

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