Students’ Affective Learning in a Technologically Mediated Writing and Speaking Course

Journal of Business and Technical Communication Jul 2016

Students’ Affective Learning in a Technologically Mediated Writing and Speaking Course

Amy L. Housley Gaffney University of Kentucky ; Sarah E. Kercsmar University of Kentucky

Abstract

Situated learning theory postulates that the environment in which learning occurs is foundational to understanding the outcomes of that learning. Taking classes in a nontraditional classroom, therefore, might have a noticeable effect on learning outcomes. This study examines three structures of the same general education course to understand the potential impact of mediated learning on students’ public speaking and writing apprehension and self-efficacy. Although situated learning theory suggests that the three structures (face-to-face, partially face-to-face, and fully online) should demonstrate differences, the results of this study are mixed, suggesting a complicated picture for situated learning’s ability to speak to differences based on technology use while highlighting the differences in how such technology might affect oral skills versus written skills. The application of situated learning principles to technologically mediated courses demonstrates the need to consider the interplay between environment and content.

Journal: Journal of Business and Technical Communication
Published: 2016-07-01
DOI: 10.1177/1050651916636371
Open Access: Closed
Topics: curriculum design affect and writing

Citation Context

Cited by in this index (1)

Menagarishvili et al. (2026)

Configurations and Modalities: Student Preferences about Individual/Collaborati…

Technical Communication Quarterly

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