Journal of Business and Technical Communication Apr 2014

Communication Instruction in Landscape Architecture Courses: A Model and Effects on Students’ Self-Efficacy

Amy L. Housley Gaffney University of Kentucky

Abstract

Communication skills are an increasingly important component of college students’ education because these skills are in high demand from employers. This study provides a close examination of communication instruction in both a typical landscape architecture class and a modified one (i.e., with the addition of formalized communication instruction that is grounded in design), analyzing changes in students’ perceptions of their own communication abilities (self-efficacy). The study reveals that in the typical class, students had a decrease in self-efficacy whereas in the modified class, students had a significant increase in self-efficacy. Viewing these results through the lens of self-efficacy and situated learning provides a complex understanding of the influences on students’ experiences. For both teaching and research in communication across the curriculum, this study has implications about the importance of the nature of instruction.

Journal
Journal of Business and Technical Communication
Published
2014-04-01
DOI
10.1177/1050651913513903
CompPile
Open Access
Closed
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Cited by in this index (1)

  1. Sánchez (2017)
    The Roles of Technical Communication Researchers in Design Scholarship
    Journal of Technical Writing and Communication

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