Minimizing the gap: A thematic analysis of student peer feedback perceptions in face-to-face and online speech workshops

ABSTRACT

As many colleges and universities offer increasing numbers of online courses and degree programs, debates regarding teaching public speaking online continue. This research utilizes Kluger and DeNisi’s (1996, The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. DOI: 10.1037/0033-2909.119.2.254) Feedback Intervention Theory (FIT) as a framework for a thematic analysis examining peer feedback experiences in the speech workshop context. Student reflections were collected following a face-to-face (FtF) workshop and an online workshop facilitated through a course management system. Qualitative analysis of the data provides insights relating to several FIT central tenets (i.e. locus of attention, feedback standard gap) in both the FtF and online environments. Continued research on converting traditional FtF course components into online settings can further inform decisions on online public-speaking course offerings.

ORCID

Kristine M. Nicolini http://orcid.org/0000-0001-9949-4685

Andrew W. Cole http://orcid.org/0000-0003-4526-6542

Notes

1 A previous iteration of this research was presented at the International Communication Association convention.