This research explores how integrating course modality changes through blended
learning technologies impacts the framework of public speaking curriculum. Public
Speaking is a unique area of study, as it involves a large number of student
performances, requires a small class size, and incites increased communication
apprehension in students. Authors of this study incorporated a blended learning
course change to tackle these challenges. Through quantitative assessment
comparing student knowledge, performance/skills, and communication
apprehension between a blended course modality versus traditional face-to-face
classes, more is understood regarding the impact of modality on public speaking
pedagogy. Results of this study demonstrate how a blended learning modality of
instruction is able to enhance the quality of instruction, specifically by increasing
student knowledge, improving performance/skills, and lowering communication
apprehension. Challenges of hybrid modality are also discussed.