This article evaluates the most effective and efficient instructional format for basic communication courses. The results of the analysis lend support to the use of the mass-lecture/laboratory format. Although B. Erikson and D. Strommer indicated that feelings of anonymity, common in the large lecture class, diminished motivation, commitment and personal responsibility of the students, this study did not find similar results. Students indicated, across both instructional formats, comparable perceptions of student motivation, teacher nonverbal immediacy and teacher credibility. It appears that the mass-lecture/laboratory format was perceived by students as being as effective as self-contained sections of basic courses.
Todd, T. S., Tillson, L. D., Cox, S. A., & Malinauskas, B. K. (2000). Assessing the perceived effectiveness of the basic communication course: An examination of the mass-Lecture format versus the self-contained format. Journal of the Association for Communication Administration, 29(2), 185–195.