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Abstract

This study examined two sections of “Reporting and Writing I.” One taught writing for text and broadcast concurrently, whereas the other taught these skills sequentially. A student survey found a strong preference for learning subjects sequentially. Outside evaluators assessing final stories rated text projects from students taught sequentially slightly higher than text stories from students taught concurrently, but rated broadcast stories from students taught concurrently slightly higher than broadcast stories from students taught sequentially.

Keywords

accreditation writing visual communication broadcast social media convergence

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Undergraduate Students Prefer Learning Text and Broadcast Skills Sequentially Versus Concurrently,But Assessments of Their Final Projects Are Mixed

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