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Journal of Communication Pedagogy最新文献

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Perceived Teacher Confirmation and the Online Classroom: Capturing Student Descriptions of Experiences with Faculty Online 感知教师确认与在线课堂:捕捉学生对在线教师体验的描述
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.06
Ashley Jones-Bodie, L. Anderson, Jennifer Hall
{"title":"Perceived Teacher Confirmation and the Online Classroom: Capturing Student Descriptions of Experiences with Faculty Online","authors":"Ashley Jones-Bodie, L. Anderson, Jennifer Hall","doi":"10.31446/jcp.2023.1.06","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.06","url":null,"abstract":"This study explored and examined students’ perceptions of teacher confirmation, those behaviors that teachers engage in that make students feel confirmed as valuable, significant individuals, as experienced in online courses. With over 450 students’ written descriptions of experiences in online classes across three different universities, this study provides an important initial examination of teaching practices in the online context. While prior research has situated study of students’ perceptions of teacher confirmation in the traditional in-person course experience, the current project extends understanding of teacher confirmation into the online setting. The study provides detailed descriptions, in students’ own words, of specific tactics instructors can use and avoid in order to promote feelings of confirmation in their students.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80028790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transforming Experiential Learning in the Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys During the COVID-19 Pandemic and Beyond 在荣誉人际交往课程中转变体验式学习:COVID-19大流行期间及以后的人际丰富之旅
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.03
Jennifer A. H. Becker
{"title":"Transforming Experiential Learning in the Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys During the COVID-19 Pandemic and Beyond","authors":"Jennifer A. H. Becker","doi":"10.31446/jcp.2023.1.03","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.03","url":null,"abstract":"Drawing upon my own experience as an educator, I describe and reflect upon my experiential learning-pedagogical process of transforming my fall 2020 Zoom-based honors interpersonal communication course in which my students traversed through a series of experiential learning activities called Interpersonal Enrichment Journeys. Quantitative and written data revealed that students achieved desired learning outcomes and strengthened much-needed interpersonal connections despite the circumstances and stressors induced by the pandemic. Interpersonal Enrichment Journeys can be replicated to maximize the features of quality online courses identified by Kaufman and Vallade (2022), such as helping students develop personal connections in a positive learning climate and ensuring that “students are getting the information and interaction they need to be successful” (p. 153).","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81526854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Student Veteran Instructional Communication Training (SVIC): An Analysis of Student Veteran Instructional Needs and Corresponding Instructional Behaviors 退伍军人教学沟通训练:退伍军人教学需求与相应教学行为分析
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.08
Trevor Kauer, M. Houser
{"title":"The Student Veteran Instructional Communication Training (SVIC): An Analysis of Student Veteran Instructional Needs and Corresponding Instructional Behaviors","authors":"Trevor Kauer, M. Houser","doi":"10.31446/jcp.2023.1.08","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.08","url":null,"abstract":"Student veteran’s (SV) transition into academic life is challenging, and faculty/staff are uniquely positioned to support this change. Research calls for academic faculty/staff training to support SVs’ and aid in their retention and academic success. Framed by Rhetorical and Relational Goal Theory (RRGT; Mottet et al., 2006), qualitative data identified SVs’ instructional communication needs and produced a faculty/staff training program. Twenty-three SVs were interviewed about their instructional communication needs, namely, a need for: Structure, Integration, and Awareness. These needs were translated into instructor communication behaviors, and a SV instructional communication training (SVIC) was created to (a) promote organization, (b) facilitate assimilation, and (c) demonstrate conscientiousness to meet the rhetorical and relational of SVs.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79966211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Responding to Neoliberal Individualism: Developing an Ethic of Empathy Through Critical Communication Pedagogy 回应新自由主义个人主义:透过批判沟通教学法发展共情伦理
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.12
David Kahl
{"title":"Responding to Neoliberal Individualism: Developing an Ethic of Empathy Through Critical Communication Pedagogy","authors":"David Kahl","doi":"10.31446/jcp.2023.1.12","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.12","url":null,"abstract":"The university’s mission involves educating students to become civic leaders, balancing both individual and collective goals. However, neoliberal influences have shifted the balance to focus on the individual over the collective. Communication curriculum has also shifted over time, with a sizeable percentage of its classes designed to prepare students for individual economic success, with the byproduct being a deemphasis on collective thinking. The communication discipline can resist this neoliberal encroachment by redefining three of its goals and applying commitments of critical communication pedagogy to aid in the process. Doing has the potential to work toward the development of an ethic of empathy, an ethic that can assist students in pursuing their goals while concomitantly (re)learning compassion for marginalized groups.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87803711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Basic Communication Course and College Student Retention: A Longitudinal Analysis 基础交际课程与大学生保留率的纵向分析
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.10
David Schneider, Jennifer D. McCullough
{"title":"The Basic Communication Course and College Student Retention: A Longitudinal Analysis","authors":"David Schneider, Jennifer D. McCullough","doi":"10.31446/jcp.2023.1.10","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.10","url":null,"abstract":"This longitudinal study examined the relationship between two formats of the basic communication course (BCC) and first-year college student retention over a four-year period. Chi-square and logistic regression models indicated students who completed the BCC were more likely to be retained than those who did not complete the BCC. While completing the BCC was associated with retention for both formats, the hybrid BCC format was more consistently related to retention than the public speaking BCC. Students from certain demographic groups who completed the hybrid BCC were retained more frequently than students from the same demographic who did not complete the hybrid BCC. Demographics for the public speaking BCC revealed a different retention profile. Implications and future directions concerning the BCC are discussed.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89986152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student Camera Use in Synchronous Classrooms: A Two-Study Exploration of CTML’s Embodiment Principle 同步课堂中学生摄像机的使用:CTML体现原则的两项研究探索
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.07
Zac D. Johnson, Kevin C. Knoster
{"title":"Student Camera Use in Synchronous Classrooms: A Two-Study Exploration of CTML’s Embodiment Principle","authors":"Zac D. Johnson, Kevin C. Knoster","doi":"10.31446/jcp.2023.1.07","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.07","url":null,"abstract":"Two studies were conducted to ascertain whether or not the embodiment principle of the Cognitive Theory of Multimedia Learning would apply to student’s use of cameras in synchronous online instruction. Results from a cross sectional dataset indicate that students who utilize their cameras report more positive outcomes than students who do not utilize their cameras. Results from a quasi-experimental design indicate that students do not report any significant differences between experiencing classes where their peers keep their cameras-on or when their peers keep their cameras-off.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73816242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Surveilling the web, mobile, and language accessibility of Communication’s digital presence within institutions of higher education globally 在全球高等教育机构中监控网络、移动和语言交流的数字存在
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.09
A. Mason, Elizabeth Spencer, Megan C. Westhoff, Kristen Livingston, J. Compton
{"title":"Surveilling the web, mobile, and language accessibility of Communication’s digital presence within institutions of higher education globally","authors":"A. Mason, Elizabeth Spencer, Megan C. Westhoff, Kristen Livingston, J. Compton","doi":"10.31446/jcp.2023.1.09","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.09","url":null,"abstract":"This study aims to understand the general web accessibility of digital information networks which may serve as barriers for access to the global discipline of Communication through institutional and departmental websites, specifically for persons with disabilities and those with limited English proficiency (LEP). Our exploratory content analysis relies on computer-aided software to systematically analyze the departmental home pages of websites of institutional members of the International Communication Association (ICA), N = 77, representing 26 countries, globally. Findings from this study help us to: (1) better understand the general web, language, and mobile accessibility of discipline-related online information; (2) identify strengths and opportunities for improvement; and, (3) to reflect upon the anticipated barriers impacting persons with disabilities when accessing higher education information online.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"504 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86834817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education 创新交际教学法:翻转课堂技术在交际教育中的应用
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.02
Gamze Yılmaz
{"title":"Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education","authors":"Gamze Yılmaz","doi":"10.31446/jcp.2023.1.02","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.02","url":null,"abstract":"As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as it 1) motivated and engaged them in the course, 2) encouraged them to make creative connections across course topics, 3) provided a self-paced, flexible learning environment, and 4) facilitated an authentic experience with the course material for deeper learning. Additionally, the quantitative analysis suggested that flipped classroom may have connections to students’ academic performance in a human communication and technology course. The findings are discussed within the framework of engagement theory, and pedagogical implications are advanced for future practices of flipped classroom within communication pedagogy, particularly as a tool to address increasing student disengagement after the COVID-19 pandemic.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79317594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Elucidating College Students’ Stressors: Photovoice as a Pedagogical Tool and Qualitative Methodology 阐释大学生压力源:作为教学工具的光声与定性方法
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.04
DeAnne Priddis, Heather L. Hundley
{"title":"Elucidating College Students’ Stressors: Photovoice as a Pedagogical Tool and Qualitative Methodology","authors":"DeAnne Priddis, Heather L. Hundley","doi":"10.31446/jcp.2023.1.04","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.04","url":null,"abstract":"Traditional research examining student stress relies on surveys using pre-determined categories. This study diverts from that approach by adopting a Communication in Conflict class assignment over seven classes (N = 115) using photovoice to determine if results fluctuate by using a different methodology. Additionally, we sought to understand if the sources of stress vary by gender and semester. The data revealed seven categories as the main stressors of student conflict: 1) time management, 2) mental health, 3) finding oneself, 4) future uncertainty, 5) other, 6) financial, and 7) past mistakes. Regardless of participants’ sex/gender or semester in which the data were collected, time management and mental health remained constant. Furthermore, finding oneself and future uncertainty were stressors identified more often in the fall rather than the spring semester. These results varied from traditional survey research.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87927416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students' Perceptions of Professional Short-Messaging Education in Undergraduate Courses 大学生对本科专业短信教育的认知
Journal of Communication Pedagogy Pub Date : 2023-01-01 DOI: 10.31446/jcp.2023.1.05
Seth Frei, Allison M. Alford, Ashly Smith
{"title":"Students' Perceptions of Professional Short-Messaging Education in Undergraduate Courses","authors":"Seth Frei, Allison M. Alford, Ashly Smith","doi":"10.31446/jcp.2023.1.05","DOIUrl":"https://doi.org/10.31446/jcp.2023.1.05","url":null,"abstract":"The popularity of short-messaging formats, like text and chat, is on the rise in the workplace with many employees preferring this style over long-form options like email. While many businesses expect employees to communicate using short messages, students may be ill-equipped to effectively use these methods due to a lack of formal training. This study sets out to understand students’ experience, confidence, and education related to professional short messaging. Results indicate a correlation between confidence and experience levels in writing text and chat messages. Further, the participants who indicated they had training on writing short messages, indicated they learned it in a business communication class. Thus, this study highlights a need for education on short messaging in the business communication classroom to increase student experience, and thus, their confidence in writing these messages.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"48 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83163030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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