Teaching Communication Skills With Videomodeling And Videofeedback In The University Classroom

The objective of the study was to examine the use of videotape as a modeling and as a feedback device in skills‐based interpersonal communication courses. Videotapes were made of students as they demonstrated self‐disclosure and empathic listening skills at the begin ning and at the end of a university family relations course. Students in one section were videotaped during the course, allowed to view their own tapes, and received feedback on their use of the skills. Another section viewed videotapes of other students demonstrating the skills, but were not given an opportunity to view themselves on videotape. A third section served as the control group and did not receive any instruction with videotape. Significant increases in skills performance at post‐test were observed in all three groups. The treatment group that viewed modeling of communication skills via videotape had higher performance levels on both empathy and self‐disclosure than either the control or videofeed back sections. The findings of the study demonstrated the effectiveness of teaching com munication skills and the effectiveness of video modeling of skills as a teaching technique. Factors that might contribute to higher anxiety among students who receive videofeedback are discussed and future research needs are presented. 1983 American Association of Family and Consumer Sciences