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Journal of Communication Pedagogy最新文献

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Heading for the Future After COVID-19: Reflections and Recommendations on Teaching Processes in a Rapidly Changing Learning Landscape 2019冠状病毒病后的未来:在快速变化的学习环境中对教学过程的思考和建议
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.04
Wanda Reyes-Velázquez, Carmen Pacheco-Sepúlveda
{"title":"Heading for the Future After COVID-19: Reflections and Recommendations on Teaching Processes in a Rapidly Changing Learning Landscape","authors":"Wanda Reyes-Velázquez, Carmen Pacheco-Sepúlveda","doi":"10.31446/jcp.2022.1.04","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.04","url":null,"abstract":"The COVID-19 pandemic posed numerous challenges for instructors and students. Professors, for example, struggled to quickly and effectively migrate face-to-face courses to remote teaching modalities. What had not been anticipated, however, were the additional challenges to be managed when returning to face-to-face and in-person teaching. This reflective essay provides some insight into how faculty at the University of Puerto Rico attempted to modify teaching practices to re-engage disengaged students as they returned to the campus classroom. Also, recommendations about how to move forward by applying a pedagogy of renewal are made.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"206 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77050499","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: 2
Countering the Service-Learning Privilege Problem Through Critical Communication Pedagogy and Critical Assessment 通过批判性沟通教学法和批判性评估应对服务学习特权问题
Journal of Communication Pedagogy Pub Date : 2022-01-01 DOI: 10.31446/jcp.2022.1.18
David Kahl, Ahmet Atay, Najla Amundson
{"title":"Countering the Service-Learning Privilege Problem Through Critical Communication Pedagogy and Critical Assessment","authors":"David Kahl, Ahmet Atay, Najla Amundson","doi":"10.31446/jcp.2022.1.18","DOIUrl":"https://doi.org/10.31446/jcp.2022.1.18","url":null,"abstract":"Because the communication discipline values action, civility, and service, it has placed emphasis on the integration of service-learning in its courses. Service-learning has the potential to bridge the gap between the classroom and the community by employing social justice pedagogy–activism that takes critical learning to sites of hegemony. However, service-learning can also promote the unintended side effect of entrenching beliefs about privilege. Therefore, we advocate for a critical service-learning to be facilitated through a critical communication pedagogy (CCP) framework, which emphasizes the recognition and response to hegemony that students encounter. Such an approach employs critical assessment, a means by which to reframe traditional assessment procedures to focus on both content knowledge and its application to ameliorate hegemony in society.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88581908","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: 1
Toward Improving Physician/Patient Communication Regarding Invisible Chronic Illness (ICI): The Potential of mHealth Technology in Instructional Communication 关于无形慢性病(ICI)改善医患沟通:移动健康技术在教学沟通中的潜力
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.02
J. Warren, Clancy Clancy, C. Brady, Kendall Rump, Tayla New-Oglesby
{"title":"Toward Improving Physician/Patient Communication Regarding Invisible Chronic Illness (ICI): The Potential of mHealth Technology in Instructional Communication","authors":"J. Warren, Clancy Clancy, C. Brady, Kendall Rump, Tayla New-Oglesby","doi":"10.31446/jcp.2021.1.02","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.02","url":null,"abstract":"Patients that suffer from invisible chronic illness (ICI) such as autoimmune conditions, neurological conditions, and gastrointestinal problems often struggle to obtain a proper medical diagnosis due to a lack of objective indicators to help health-care providers diagnose patients with ICIs. Thus, researchers conducted interviews with 21 participants with Postural Orthostatic Tachycardia Syndrome (POTS) to determine what messages they received from health-care providers as they pursued a diagnosis, how they interpreted those messages, and what role mHealth technology may play in improving patient/provider communication and effective diagnosis/treatment of ICIs. Several themes regarding potential instructional communication intervention content emerged from the interview data, including physician communication to patients, patient interpretation of physician communication, and information-seeking via mHealth technology. Directions for future research and implications for patient and provider instruction and training, including utilizing the IDEA model, are discussed.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85634458","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
Editor’s Note: “If you build it, they will come.” 编者注:“如果你建了它，他们就会来。”
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.01
Deanna D. Sellnow
{"title":"Editor’s Note: “If you build it, they will come.”","authors":"Deanna D. Sellnow","doi":"10.31446/jcp.2021.1.01","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.01","url":null,"abstract":"Editor’s Note to Volume 4 of the Journal of Communication Pedagogy","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"275 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76511944","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
Eureka: Identifying What It Means to Practice Student-Centered Teaching in a Hypermodern Age 尤里卡:确定在超现代时代实践以学生为中心的教学意味着什么
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.10
A. Diers-Lawson
{"title":"Eureka: Identifying What It Means to Practice Student-Centered Teaching in a Hypermodern Age","authors":"A. Diers-Lawson","doi":"10.31446/jcp.2021.1.10","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.10","url":null,"abstract":"Contemporary professional reports and research suggest that in corporate communication and related programs, we are not creating environments for modern students to thrive nor are we meeting the industry’s expectations in a “hypermodern” world. Using personal ethnography, this article analyzes industry-articulated limitations in the knowledge and skill sets of new communication practitioners, reviews contemporary literature identifying the learning needs of today’s students, and proposes a set of best practices based on the literature and the author’s own journey as a higher education practitioner of 20 years. Best practices identified here incorporate elements of entertainment, engagement, and an “open-world” approach that places the student experience at the core of each class and overall course design.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85057238","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: 2
The Other Side of 2020: Questioning Everything—Doing Something 2020年的另一面:质疑一切——做点什么
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.05
Adam W. Tyma
{"title":"The Other Side of 2020: Questioning Everything—Doing Something","authors":"Adam W. Tyma","doi":"10.31446/jcp.2021.2.05","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.05","url":null,"abstract":"In February of 2020, everything around the world changed. By mid-March, the majority of the world was locked down. Teachers were called on to create a sense of “normalcy” for their students. And we tried. During that process, though, as a teacher, I started to truly question what I was teaching and—more importantly—HOW I was teaching. This reflective essay offers a critical interrogation of my own pedagogical choices during and because of the COVID-19 pandemic . . . and so many other “moments” that have led up to it. I contend that we need to look in the mirror and ask ourselves, “Are we doing this right?” The following offers my starting point.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81809858","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
Lessons From the Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation 大流行的教训:用跨学科的审议解决棘手的问题
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.17
Miles C. Coleman, S. Santos, Joy Cypher, C. Krummenacher, Robert Fleming
{"title":"Lessons From the Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation","authors":"Miles C. Coleman, S. Santos, Joy Cypher, C. Krummenacher, Robert Fleming","doi":"10.31446/jcp.2021.2.17","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.17","url":null,"abstract":"Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems—large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19. The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways useful for sifting through the messiness of an infodemic while also developing key deliberation skills for productively engaging participatory decision-making with concern to wicked problems.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"69 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72458496","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
Defining Feedback: Understanding Students’ Perceptions of Feedback in the Introductory Communication Course 定义反馈:了解学生在交际导论课程中对反馈的认知
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.06
Drew T. Ashby-King, Raphael Mazzone, L. Anderson
{"title":"Defining Feedback: Understanding Students’ Perceptions of Feedback in the Introductory Communication Course","authors":"Drew T. Ashby-King, Raphael Mazzone, L. Anderson","doi":"10.31446/jcp.2021.1.06","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.06","url":null,"abstract":"Feedback is an essential part of the teaching/learning processes. This statement is especially true in the introductory communication course where students receive feedback throughout the presentational speaking process. This paper explores how students define useful feedback based on 1,600 qualitative questionnaires that asked students about their perceptions of feedback. A thematic analysis of a randomly selected subset of 163 responses uncovered two themes: (1) feedback content characteristics (e.g., specific, constructive, praiseworthy, and purposive) and (2) process of instructor-provided feedback (e.g., iterative, timely). Based on these findings, a set of best practices for providing feedback is offered as a means to improve teaching/learning in the introductory communication course.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88939030","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: 1
Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course COVID-19的反思与实践:学生在“研究方法”课程中对即兴表演的反应的定性分析
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.11
Elizabeth Spradley, R. T. Spradley
{"title":"Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course","authors":"Elizabeth Spradley, R. T. Spradley","doi":"10.31446/jcp.2021.2.11","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.11","url":null,"abstract":"The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74002544","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: 1
Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce 批判性地分析在线课堂:黑板、Moodle、画布和它们产生的教学法
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.05
J. Swerzenski
{"title":"Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce","authors":"J. Swerzenski","doi":"10.31446/jcp.2021.1.05","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.05","url":null,"abstract":"Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, this study calls for closer examination of these tools in order to rework teaching technologies toward critical ends.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89601292","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: 4
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