Association for Education in Journalism and Mass Communication
Journal of Public Relations Education
The purpose of this study is to examine how a format of a syllabus influences student motivation and engagement in a public relations course and students’ impression of the course and course instructor. This study conducted focus group interviews and a lab experiment with undergraduate student at a large university in the Midwestern United States to examine how a format—design or length—of a PR course syllabus can affect student motivation, engagement, and impression of the course and course instructor. Results from the two focus group interviews were mixed, but students’ preferences were geared toward the long version of the visually appealing syllabus. Findings from the experimental study show no effect of syllabus design on student engagement. However, the visually appealing syllabus had an effect on student motivation, and its short version produced positive impressions of the course and course instructor.
Ekachai, Daradirek and Kim, Young, "Does Your PR Course Syllabus Excite, Intrigue, and Motivate Students to Learn? Syllabus Designs and Student Impressions of the PR Course and the Course Instructor" (2019). College of Communication Faculty Research and Publications. 534.
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