This dissertation study quantitatively measured the performance of 345 students who received public speaking instruction through an online platform presented in one of six experimental conditions in order to explore the ability of online lectures to replicate the characteristics of instructor presence and learner interaction traditionally associated with face-to-face public speaking courses. The study investigated the following research Additionally, the study collected qualitative feedback from participants on their experience in order to improve understanding of how to effectively design lectures for public speaking courses.Results of the study were unable to statistically distinguish between students assigned to treatments that varied in both modality and level of activity. However, a ii significant finding of this study is that learning gains and students' perception of instructor presence were positive across all conditions.
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