Moving the basic course forward: a phenomenological study of a communication studies department's transition to a hybrid public speaking class model

The Basic Course in Public Speaking is required of all undergraduate students at most universities and community colleges. The course is often an in-class, twice-weekly class, offering students and instructors the opportunity to build a safe and interactive environment in which students can learn to-and, for many, overcome their fear of-public speaking. The purpose of this phenomenological study was to understand the lived experiences of full- and part-time faculty and teaching assistants who transitioned from the classroom-only model to a split delivery of course content in a hybrid format: 50% delivered online and 50% in class. The change in delivery was a decision given to the department, and this study examined the impact of that ordered change as well as the experiences of faculty involved in the evolution of the new model. Data were collected through open-ended online surveys and an interview with an administrator. Instructor response themes included : Classroom community (a new space for connection, and a reduced connection); student motivation; pedagogy and praxis (redefining the classroom, and integrating the learning spaces); collaboration and support (collegial support, adequate training, and technical support); and uneasiness (moving public speaking online, and technical course management). Faculty response themes included: Community (within the classroom, and within the department); preconceptions of course quality (expected negative impact on student outcomes), no voice in the decision (participation in the implementation); and the importance of research (benefit of a pilot program, and consistent content). This research adds to the existing body of knowledge encompassing teaching online, and offers a perspective on how a department can successfully integrate the online component into an essentially performance-based curriculum.