ANXIETY An Overview of Anxiety In public speaking, some degree of anxiety is normal; however, not all anxiety is the same. Read this section to learn about anxiety and identify the differences between trait and context anxiety, and audience and situational anxiety. All Anxiety Is Not the Same: Sources of Communication Apprehension We have said that experiencing some form of anxiety is a normal part of the communication process. Most people are anxious about being evaluated by an audience. Interestingly, many people assume that their nervousness is an experience unique to them. They assume that other people do not feel anxious when confronting the threat of public speaking (McCroskey, 2001). Although anxiety is a widely shared response to the stress of public speaking, not all anxiety is the same. Many researchers have investigated the differences between apprehension grounded in personality characteristics and anxiety prompted by a particular situation at a particular time (Witt, Brown, Roberts, Sawyer, & Behnke, 2006). McCroskey (2001) argues there are four types of communication apprehension: anxiety related to trait, context, audience, and situation. If you understand these different types of apprehension, you can gain insight into the varied communication factors that contribute to speaking anxiety. Trait Anxiety Some people are just more disposed to communication apprehension than others. As Witt, Brown, Roberts, Weisel, Sawyer, and Behnke (2006) explain, ‘Trait anxiety measures how people generally feel across situations and time periods’ (p. 88). This means that some people feel more uncomfortable than the average person regardless of the context, audience, or situation. It does not matter whether you are raising your hand in a group discussion, talking with people you meet at a party, or giving presentations at work, you are likely to be uncomfortable in all these settings if you experience trait anxiety. Although trait anxiety is not the same as shyness, those with high trait anxiety are more likely to avoid exposure to public speaking situations, so their nervousness might be compounded by lack of experience or skill (Witt et al., 2006). People who experience trait anxiety may never like public speaking, but through preparation and practice, they can learn to give effective public speeches when they need to do so. Context Anxiety Several different types of anxiety can impact a speaker’s comfort level.© Jupiterimages/Photos.com/Thinkstock Context anxiety refers to anxiety prompted by specific communication contexts. Some of the major context factors that can heighten this form of anxiety are formality, uncertainty, and novelty. Formality Some individuals can be perfectly composed when talking at a meeting or in a small group; yet when faced with a more formal public speaking setting, they become intimidated and nervous. As the formality of the communication context increases, the stakes are raised, sometimes prompting more apprehension. Certain communication contexts, such as a press conference or a courtroom, can make even the most confident individuals nervous. One reason is that these communication contexts presuppose an adversarial relationship between the speaker and some audience members. Uncertainty In addition, it is hard to predict and control the flow of information in such contexts, so the level of uncertainty is high. The feelings of context anxiety might be similar to those you experience on the first day of work at a new job. You do not know what to expect, so you are more nervous participating in everyday speaking than you will be after your first day or first week. Novelty Additionally, most of us are not experienced in high-tension communication settings. The novelty of the communication context we encounter is another factor contributing to apprehension. Anxiety becomes more of an issue in communication environments that are new to us, even for those who are normally comfortable with speaking in public. So, you might be perfectly comfortable presenting to your peers in a conference room you are familiar with, but, when asked to give the same presentation in a large auditorium, you may be nervous. Most people can learn through practice to cope with their anxiety prompted by formal, uncertain, and novel communication contexts. Fortunately, most public speaking classroom contexts are not adversarial. The opportunities you have to practice giving speeches reduces the novelty and uncertainty of the public speaking context, enabling most students to learn how to cope with anxiety prompted by the communication context. Audience Anxiety For some individuals, it is not the communication context that prompts anxiety; it is the people in the audience they face. Audience anxiety describes communication apprehension prompted by specific audience characteristics. These characteristics include similarity, subordinate status, audience size, and familiarity. We all prefer to talk to an audience that we believe shares our values more than to one that does not. The more dissimilar we are compared to our audience members, the more likely we are to be nervous. Studies have shown that subordinate status can also contribute to speaking anxiety (Witt et al., 2006). Talking in front of your boss or teacher may be intimidating, especially if you are being evaluated. The size of the audience can also play a role: the larger the audience, the more threatening it may seem. Finally, familiarity can be a factor. Some of us prefer talking to strangers rather than to people we know well. Others feel more nervous in front of an audience of friends and family because there is more pressure to perform well. Situational Anxiety Situational anxiety, McCroskey (2001) explains, is the communication apprehension created by ‘the unique combination of influences generated by audience, time and context’ (p. 43). Each communication event involves several dimensions: physical, temporal, social-psychological, and cultural. These dimensions combine to create a unique communication situation that is different from any previous communication event. The situation created by a given audience, in a given time, and in a given context can coalesce into situational anxiety. Note. Adapted from “All Anxiety Is Not the Same: Sources of Communication Apprehension,” by J.S. Jones, A. Goding, D.I. Johnson, & B.A. Attias, 2014, Stand Up, Speak Out: The Practice and Ethics of Public Speaking, Chapter 3, Section 2. Copyright 2014 by Flat World Knowledge, Inc.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.