{"title":"Reconciling romanticization and vilification: constituting post-pandemic communication pedagogy","authors":"D. Fassett, Ahmet Atay","doi":"10.1080/03634523.2021.2022731","DOIUrl":null,"url":null,"abstract":"Whether online teaching is a challenge or an opportunity is the wrong question for us to ask and answer. Online teaching in myriad forms has been essential to teaching and learning--though to different degrees depending on the discipline, institution, student, and educator--for decades and will remain so. Though the authors of this article have some concerns about what it means to maximize variables and to engage in course design in an opportunistic way, they agree not only that communication scholars are well poised to lead other disciplines in defining the post-pandemic higher education landscape, but also that they have a responsibility to do so. However, to succeed, this endeavor must be fundamentally intersectional--of identities, methodologies, and paradigms--and communication scholars must re-engage their most fundamental assumptions about communication itself and the purpose of their work as teacher-scholars.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"71 1","pages":"146 - 148"},"PeriodicalIF":0.9000,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMMUNICATION EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03634523.2021.2022731","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMMUNICATION","Score":null,"Total":0}
引用次数: 4
Abstract
Whether online teaching is a challenge or an opportunity is the wrong question for us to ask and answer. Online teaching in myriad forms has been essential to teaching and learning--though to different degrees depending on the discipline, institution, student, and educator--for decades and will remain so. Though the authors of this article have some concerns about what it means to maximize variables and to engage in course design in an opportunistic way, they agree not only that communication scholars are well poised to lead other disciplines in defining the post-pandemic higher education landscape, but also that they have a responsibility to do so. However, to succeed, this endeavor must be fundamentally intersectional--of identities, methodologies, and paradigms--and communication scholars must re-engage their most fundamental assumptions about communication itself and the purpose of their work as teacher-scholars.
期刊介绍:
Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues