Using active learning in public relations instructions: Demographic predictors of faculty use

Lubbers, Charles A.; Gorcyca, Diane Atkinson

doi:10.1016/s0363-8111(97)90007-2

Cited by 21 publications

(11 citation statements)

References 7 publications

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“…This may be explained by the limited number of mass communication courses that use the approach within the mainstream curriculum, which is demonstrated by the lower number of students who had participated in service-learning projects prior to the capstone course. This finding is in line with previous studies that address the didactic nature of public relations prerequisites for the capstone course 85 that do not provide an opportunity for service-learning until the final course in the public relations sequence. The critical role of service-learning in public relations has been a subject of pedagogical debate and writings, which has intensified in recent years.…”

Section: Discussionsupporting

confidence: 92%

Students’ Expectations and Motivation for Service-Learning in Public Relations

Muturi

Mwangi

2013

Journalism & Mass Communication Educator

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This study is based on a survey of public relations students and examines their attitudes, expectations, and motivations for participating in curriculum-infused service-learning projects. Results indicate that prior participation does not influence attitudes or expectations, but motivation to participate in the project was significantly associated with positive attitude and higher expectations. Students' expectations, which include social and professional growth, and psychological and altruistic gratification through community contributions, indicate a need for discipline-focused service-learning programs and for a focus on civic engagement given the role of public relations in relationship building and in strategically addressing social issues that impact society.

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Section: Discussionsupporting

confidence: 92%

Students’ Expectations and Motivation for Service-Learning in Public Relations

Muturi

Mwangi

2013

Journalism & Mass Communication Educator

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“…Aktif öğrenmede asıl görev öğrencilere düşmektedir. Aktif öğrenme anında öğrenci hem zihnen hem de psikomotor yönden etkin durumdadır (Koç, 2000, s. 224 (Lubbers & Gorcyca, 1997).…”

Section: Aktif öğRenmeunclassified

Aktif Öğrenme Yönteminin Altıncı Sınıf Öğrencilerinin Yazma Becerilerine Etkisi

Yıldız¹

2015

Ana Dili Eğitimi Dergisi

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Bu çalışmada aktif öğrenme teknikleri incelenmiş, bu teknikler yazma eğitimiyle ilişkilendirilmeye çalışılmış ve tekniklere uygun öğretim planı oluşturularak yazma eğitiminde kullanılabilecek şekilde tasarlanmıştır. Araştırma 2014-2015 eğitim-öğretim yılında seçkisiz olmayan amaçsal örnekleme türlerinden tabakalı amaçsal örnekleme/kota yöntemi kullanılmıştır. Resmi bir ortaokuldaki 78 öğrenci ile yürütülmüştür. Aktif öğrenme tekniklerinden yazma eğitimine uygun olanlar 6. sınıf öğrencilerine beş hafta boyunca uygulanmıştır. Araştırmada karma yöntem kullanılmıştır. Nicel veriler SPSS 20.00 paket programı kullanılarak analiz edilmiştir. Araştırmanın nitel verileri ise içerik analizi yöntemiyle analiz edilmeye çalışılmıştır. Bu kapsamda ele alınan altı ön test-son test çifti Kuckartz'ın (2014) beş aşamalı içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırmada elde edilen bulgulara göre 6. sınıf öğrencilerine uygulanan aktif öğrenme tekniklerinin yazma becerinse uygulanması neticesinde son testte deney grubu lehine anlamlı bir fark çıkmıştır. İçerik analizi sonucunda da deney grubu lehine anlamlı bir farklılık olduğu tespit edilmiştir. Anahtar kelimeler: yazma eğitimi, aktif öğrenme, karma yöntem.

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“…Less research is available about the effectiveness of PBL in undergraduate classrooms, or in fields outside of medicine. However, pedagogies that encourage activity and student involvement generally are believed to increase both cognitive and affective learning (Lubbers & Gorcyca, 1997).…”

Section: Joan Mccain University Of Central Floridamentioning

confidence: 99%

Evaluation of a Joint Health Communication Campaign Simulation between an Ad/PR Capstone Course and a Health Communication Class

McCain

Miller

2013

Journal of Advertising Education

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A quasi-experimental study was conducted to assess attainment of assignment objectives plus course-level cognitive and affective learning for a joint simulation between an advertising/public relations capstone course and a health communication class. Two treatment and two control sections of the capstone course were compared over a period of two years. In comparison to the control condition, students in the treatment sections reported themselves more likely to continue to stay abreast of information about the subject matter covered in the course than students in the control condition, and viewed their campaigns as of higher quality. Differences with respect to confidence about ability to produce health communication campaigns in the real world, as well anticipation that they would talk about the topic after the semester was over, approached significance. No differences in cognitive learning emerged.

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Using active learning in public relations instructions: Demographic predictors of faculty use

Cited by 21 publications

References 7 publications

Students’ Expectations and Motivation for Service-Learning in Public Relations

Students’ Expectations and Motivation for Service-Learning in Public Relations

Aktif Öğrenme Yönteminin Altıncı Sınıf Öğrencilerinin Yazma Becerilerine Etkisi

Evaluation of a Joint Health Communication Campaign Simulation between an Ad/PR Capstone Course and a Health Communication Class

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