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Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication Competence

Abstract Details

2012, MA, Kent State University, College of Communication and Information / School of Communication Studies.
Recent instructional research has suggested that students have expressed their need to be actively and emotionally engaged in the classroom. Student engagement decreases student attrition and increases student retention. Instructors who promote positive communication and facilitate relationship developments in the classroom influence positive classroom climates, which helps satisfy the social and emotional needs of students. Although student-centered instructors can satisfy these needs, the instructor-student ratio in the classroom may keep some students invisible, therefore, potentially unengaged. Instructional methods have begun to recognize the relational and individualized communication potential of peer learning, specifically peer tutoring. Moreover, peer learning engages students through observational and vicarious learning experiences of positive student models. This project explores the inclusion of peer tutors as positive student models embedded within the communication basic course and the potential affects this may have on student engagement, classroom climate, affective learning, and communication competence.
Jeffrey T. Child, PhD (Advisor)
Paul M. Haridakis, PhD (Committee Member)
Jennifer L. McCullough, PhD (Committee Member)
141 p.

Recommended Citations

Citations

  • Golsan, K. B. (2012). Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication Competence [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334202323

    APA Style (7th edition)

  • Golsan, Kathryn. Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication Competence. 2012. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1334202323.

    MLA Style (8th edition)

  • Golsan, Kathryn. "Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication Competence." Master's thesis, Kent State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334202323

    Chicago Manual of Style (17th edition)