The topic in which I have conducted my research report, outline the communication apprehension that University students face whilst in the classroom setting. Specifically, to those within the communication student body. Why do students feel apprehensive within the classroom to engage? Why is there a mediocre response to classroom communication? Did virtual learning have an impact on student communication ability? Are communication standards changing? If so, for better or for worse?
Communication in a general sense is a very important and unconditional practice that is used in all settings of life. However, in the academic sense, communication is an important craft for aspiring professionals to utilise. Communication is a significant skill, the recognition and development of it should be considered significantly. Advancing communication skills will enhance several cognitive decisions and responses within a classroom, thus improving the engagement and positive outcome of communication apprehension. (Morreale, S., Valenzano, J. and Bauer, J., 2016) – “Communication education improves specific skills and abilities including critical thinking, media literacy and criticism, leadership skills, and family relational development. Educators understand the importance of communication and that acquiring communication knowledge allows one to gain personal power”.
I believe this research topic is especially relevant for academic institutions and will help form an understanding on student learning, and the potential impact that new age media has had on the practice of communication skills, especially young and growing academics (student). Insight on this topic could also benefit professional academic profiles and head educators in the classroom setting, gaining insight on this matter could support safe communication protocols towards educating younger academics within the institution.
As I write this report I would like to specifically subject the younger aged student demographic attending University. University Institutions are places of learning, education, inspiration and the foundation of qualification. However from my personal observation in the classroom and experience I continue to notice a rather mediocre initiative of communication within classes, specifically face-to-face and virtually. (Alawamleh, M., Al-Twait, L. and Al-Saht, G., 2020.) – “The aim of online communication is the same as that of face-to-face communications:bonding; exchanging information; being heard and being understood. Fostering a sense of community in online classes will make the students’ learning experience more meaningful and it can help them stay connected during the course life“
I took it upon myself to go onto twitter and publish a poll, to ask students, “Do you find communicating within the classroom to be confronting?” – As you can see from the results, a majority of students voted ‘Yes & No’, with ‘Yes’ being the second most voted answer. From my observation, statically, I would like to respectfully state that the poll I had conducted on the 18th of March 2022, indicates a higher ‘Yes’ rate above all. From my sources (Zhang, Q., 2005.) states, – “We might be surprised to learn that in relatively student-centered…college classrooms as many as 20% of students are communicatively apprehensive (McCroskey, ; McCroskey, Richmond, & McCroskey, ). Because of its ‘debilitating’ (McCroskey, , p. 27) inhibition of students’ learning, scholars have been actively searching solutions to communication apprehension (CA), which has made it a focal topic of research in instructional communication in the past three decades.”
To conclude my proposal of my research report. I do believe this topic is a very important and relevant to the current world of academia. I wish to gain more knowledge on the subject by interviewing student subjects regarding their personal experiences on communication in the university classroom environment.
Bibliography
Punyanunt-Carter, N., De La Cruz, J. and Wrench, J., 2017. Investigating the relationships among college students’ satisfaction, addiction, needs, communication apprehension, motives, and uses & gratifications with Snapchat. Computers in Human Behavior, 75, pp.870-875.
Zhang, Q., 2005. Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms. Communication Quarterly, 53(1), pp.109-124. – “We might be surprised to learn that in relatively student-centered and egalitarian US college classrooms as many as 20% of students are communicatively apprehensive (McCroskey, ; McCroskey, Richmond, & McCroskey, ). Because of its ‘debilitating’ (McCroskey, , p. 27) inhibition of students’ learning, scholars have been actively searching solutions to communication apprehension (CA), which has made it a focal topic of research in instructional communication in the past three decades.”
Rae, K. and Sands, J., 2013. Using Classroom Layout to Help Reduce Students’ Apprehension and Increase Communication. Accounting Education, 22(5), pp.489-491.
Alawamleh, M., Al-Twait, L. and Al-Saht, G., 2020. The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), pp.380-400. – “The aim of online communication is the same as that of face-to-face communications:bonding; exchanging information; being heard and being understood. Fostering a sense of community in online classes will make the students’ learning experience more meaningful and it can help them stay connected during the course life“
Morreale, S., Valenzano, J. and Bauer, J., 2016. Why communication education is important: a third study on the centrality of the discipline’s content and pedagogy. Communication Education, 66(4), pp.402-422.
Dana Cetojevic 
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