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ABSTRACT
Continuing a tradition dating back to 1968, this tenth study in a longitudinal series of surveys of the basic communication course has two goals: (a) to provide descriptive information about the basic course contemporarily and over time and (b) to propose a framework for interpreting the impact of the extraordinary national and international events of 2020, on higher education in general and the basic communication course in particular. A survey, which retained questions about trends identified in the past nine studies conducted on the basic communication course from 1956 to 2016, was updated to include additional questions on topics of contemporary concern. National distribution of the survey instrument resulted in a total of 160 respondents (26 from two-year schools, 134 from four-year schools). This study reports and discusses data across six categories: (a) general description of the course and enrollment patterns; (b) course instruction, training, and administration problems; (c) standardization and grading; (d) course content and pedagogy; (e) media, technology, and online teaching; and (f) contemporary challenges and issues facing the basic course. Reflections based on trends in the data, and recommendations for future scholarship about the course based on the results and current challenges in higher education, are offered.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 In previous iterations of this survey, the phrase “hybrid/blend” referred to a course that had multiple course content foci (e.g., public speaking and interpersonal communication, public speaking and group communication). For the sake of consistency, we continued using this phrase. In future survey iterations, researchers may consider changing this phrase, as it is now commonly used to refer to multiple teaching modalities.
2 The face-to-face option was defined as “all core class content is provided in a face-to-face classroom setting at a regularly scheduled day and time.” The hybrid option was defined as “all core class content is available both face-to-face and online, with variations in instructional delivery. Students choose to attend face-to-face, online, or a combination of both modalities based on student preference.” The online synchronous option was defined as “all core class content is delivered through mediated technologies (e.g., Collaborate Ultra, Zoom, MS Teams) at a regularly scheduled day and time.” The online asynchronous option was defined as “all core class content is delivered through mediated technologies (e.g., Collaborate Ultra, Zoom, MS Teams) without a regularly scheduled day or time.”