Choice-Based Learning: Student Reactions in an Undergraduate Organizational Communication Course

  title={Choice-Based Learning: Student Reactions in an Undergraduate Organizational Communication Course},
  author={Laurie K. Lewis and Pamela Ann Hayward},
  journal={Communication Education},
  pages={148 - 156}
This paper reports the experience of one teaching team's attempt to implement a “philosophy of choice” into a large lecture course at a major university. Choice-based learning is consistent with the movement toward greater autonomy in the workplace. We assessed students' willingness to embrace innovation in the classroom, how choice-based learning impacted student self-assessed learning, and what considerations students take into account when selecting among learning activity options. Using… 
A study of collaborative learning style and team learning performance
Purpose – Self‐directed work teams are seen as an important mechanism for dealing with today's complex and rapidly changing business environment. Team learning is an attempt to prepare students to
Choice-based learning: lecture-based or team learning?
ABSTRACT This study investigates choice-based learning as a choice between lecture-based or team learning in a large class at a large university in a European country. The study was designed as a
Preferences for Team Learning and Lecture-Based Learning Among First-Year Undergraduate Accounting Students
This study investigates students’ preference for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the
Communication Concepts in Action: Best Practices in Case Study Pedagogy in the Organizational Communication Course
Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational
Group formation based on learning styles: can it improve students’ teamwork?
This work explores the impact of teacher-led heterogeneous group formation on students’ teamwork, based on students’ learning styles. Fifty senior university students participated in a project-based
The Effects of Topic Choice on Performance Outcomes: An Analysis of Student Selected Third Year Essays
The role of choice in assessment topic on performance has not been properly addressed in the literature on learning strategies. Therefore, the present study forms the basis for an initial analysis of
What Discourages Students from Engaging with Innovative Instructional Methods: Creating a Barrier Framework
When faculty members choose to implement instructional methods that are learning-centred, this may represent a change for students; and some resist engaging. In this exploratory case study research,
A Study of Grouphate in a Course on Small Group Communication
Results may imply that students' grouphate is not associated with prosocial outcomes of the group work in this course, and negative correlations were found between scores for grouphates and cohesion, consensus, relational satisfaction, affective learning, and cognitive learning.
Accounting for Student Voice Within Critical Communication Pedagogy: An Ethnomethodological Exploration of Student Perceptions and Expectations
John T. Warren, Advisor Accounting for student voice within critical communication pedagogy: An ethnomethodological exploration of student perceptions and expectations This study, through critical
Balancing Structure and Choice in Intergenerational Service-Learning
Qualitative analysis of data from 210 student reflection papers reveals the experience of having choices in structured undergraduate service-learning and supports the utilization of choice within structure as a best practice in intergenerational service- learning.


Teaching Organizational Communication: An Empowerment Based Approach.
Students must learn how to become leaders rather than bosses if they are'going to survive and contribute to the needs of the organizations that will employ them. A course was outlined to develop
The development of a learner empowerment measure 1
The concept of empowerment has been used extensively in business, politics, and education in myriad ways and with multiple meanings. In this study, empowerment is conceptualized as a form of
Cognitive Elements of Empowerment: An “Interpretive” Model of Intrinsic Task Motivation
This article presents a cognitive model of empowerment. Here, empowerment is defined as increased intrinsic task motivation, and our subsequent model identifies four cognitions (task assessments) as
Managing the bossless team: Lessons in distributed leadership
The Empowerment Process: Integrating Theory and Practice
Despite increasing attention on the topic of empowerment, our under-standing of the construct and its underlying processes remains limited. This article addresses these shortcomings by providing an
Employee Involvement
Assessing student learning outcomes in teaching organizational communication. Paper presented at the meeting of the Speech Communication Association