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Communication Teacher Volume 32, 2018 - Issue 2
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Classroom Assessment

Project- versus lecture-based courses: Assessing the role of course structure on perceived utility, anxiety, academic performance, and satisfaction in the undergraduate research methods course

Bridget RubenkingNicholson School of Communication, University of Central Florida, Orlando, USACorrespondence[email protected]
&
Melissa DoddNicholson School of Communication, University of Central Florida, Orlando, USA
Pages 102-116 | Received 16 Sep 2016, Accepted 17 Nov 2016, Published online: 17 Oct 2017

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Rachel Wishkoski, Diana J. Meter, Sarah Tulane, Michael Q. King, Kevin Butler & Laura A. Woodland. (2022) Student attitudes toward research in an undergraduate social science research methods course. Higher Education Pedagogies 7:1, pages 20-36.
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Dell Horey, Fernanda Nava Buenfil, Joanne Marcucci & Scott Ruddock. (2022) Lessons from teaching health research to undergraduates: An Australian experience. Cogent Education 9:1.
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Eve-Anne Doohan, Brandi Lawless & Evelyn Y. Ho. (2022) Are students learning what we want them to learn? A communication program assessment. Communication Teacher 36:1, pages 54-66.
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Leila Bighash & Angeline Sangalang. (2022) Fact or fake? Identifying ways of knowing everyday truths in research methods courses. Communication Teacher 36:1, pages 14-19.
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