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Journal of Communication Pedagogy最新文献

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Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom 迈向邀请性学:阐述性学课堂的教学哲学
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.16
Whitney Tipton, Stephanie Wideman
{"title":"Toward an Invitational Andragogy: Articulating a Teaching Philosophy for the Andragogic Classroom","authors":"Whitney Tipton, Stephanie Wideman","doi":"10.31446/jcp.2021.2.16","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.16","url":null,"abstract":"Students older than 25 years are a growing population on our campuses. However, separating these students and labeling them as “nontraditional” further isolates them from campuses that are already geared toward younger learners. This reflective essay explains the need for a philosophy of invitational andragogy—a classroom approach rooted in invitational rhetoric (S. Foss & Griffin, 1995) and Knowles’s assumptions about older learners (1980, 1984). While inviting transformation is important in all classrooms, it is especially important for older learners who often feel separated from the campus at large. To explain how an invitational approach to the andragogic classroom can be achieved, we identify opportunities to apply the strategic prongs of invitational rhetoric: (a) offering perspectives and (b) creating external conditions that promote safety, value, and freedom.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88423382","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
Human-Robot Teaming Configurations: A Study of Interpersonal Communication Perceptions and Affective Learning in Higher Education 人-机器人团队配置:高等教育中人际沟通感知与情感学习的研究
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.12
Bryan Abendschein, Chad Edwards, Autumn P. Edwards, Varun Rijhwani, Jasmine Stahl
{"title":"Human-Robot Teaming Configurations: A Study of Interpersonal Communication Perceptions and Affective Learning in Higher Education","authors":"Bryan Abendschein, Chad Edwards, Autumn P. Edwards, Varun Rijhwani, Jasmine Stahl","doi":"10.31446/jcp.2021.1.12","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.12","url":null,"abstract":"Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants (N = 215, age: M = 24, SD = 8.67, range 18–69) saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot as co-teachers). Overall, students rated the human-led team as more appealing and having more credibility than the robot-led team. The data suggest that participants would be more likely to take a course led by a human instructor than a social robot. Previous studies have investigated machine actors in the classroom, but the current findings are unique in that they compare the individual roles and power structures of human-robot teams leading a course.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80126443","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
Unpacking Privilege in Pandemic Pedagogy: Social Media Debates on Power Dynamics of Online Education 在流行病教育学中打开特权:社交媒体对在线教育权力动态的争论
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.04
R. Schwartzman
{"title":"Unpacking Privilege in Pandemic Pedagogy: Social Media Debates on Power Dynamics of Online Education","authors":"R. Schwartzman","doi":"10.31446/jcp.2021.2.04","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.04","url":null,"abstract":"As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege and marginalization in the structures and methods of online education. The pandemic starkly exposes disparities in access, equity, and inclusivity. Addressing these challenges will require explicit measures to acknowledge these power imbalances by rethinking what counts as effective teaching and learning rather than relying on institutions to revert to business as usual after this pandemic abates.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88812195","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
Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty 联系重于纠正:让学生参与对话承诺以实现跨越差异和困难的有效沟通
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.06
Jennifer A. Sandoval
{"title":"Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty","authors":"Jennifer A. Sandoval","doi":"10.31446/jcp.2021.2.06","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.06","url":null,"abstract":"In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge myself to invite students to develop their authentic personal selves via contemplation and reflexivity. In doing so, we move from a teacher-centered focus to a student-centered one derived from a relational partnership with them. By focusing on connection rather than correction, we create an environment of curiosity, compassion, and intensive reflection where students come to know themselves and their strengths in ways that extend beyond the classroom. This essay highlights how students co-create conversational commitments coupled with a rapid debrief process that moves my students forward together toward shared mindfulness in thought and behavior.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75302084","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 Power of Voice: Using Audio Podcasts to Teach Vocal Performance and Digital Communication 声音的力量:使用音频播客来教授声乐表演和数字交流
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.04
Amanda Hill
{"title":"The Power of Voice: Using Audio Podcasts to Teach Vocal Performance and Digital Communication","authors":"Amanda Hill","doi":"10.31446/jcp.2021.1.04","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.04","url":null,"abstract":"Today’s students often speak through mediated technologies. Thus, understanding how nonverbal cues impact meaning-making is key to understanding effective communication across mediums. This case study explores a group project where students created audio podcasts to teach others about a specific aspect of communication studies while considering the way sound and vocal performance affect the transference of the message. This article examines the use of audio podcasts as a vehicle for teaching university students about the power of paralinguistic and chronemic nonverbal behaviors.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74400345","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
Training and Development: Communication and the Multigenerational Workplace 培训与发展:沟通与多代人的工作场所
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.1.08
Michael Strawser
{"title":"Training and Development: Communication and the Multigenerational Workplace","authors":"Michael Strawser","doi":"10.31446/jcp.2021.1.08","DOIUrl":"https://doi.org/10.31446/jcp.2021.1.08","url":null,"abstract":"Communication practitioners, especially those who facilitate training and development workshops, should focus on generational differences as a subset of their communication training efforts. This article positions the multigenerational workplace and generational differences as a relevant topic for communication trainers and provides cursory information related to different generations. Ultimately, 10 best practices to address generational differences in business contexts are discussed.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75669161","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: 3
Toward a New Community of Care: Best Practices for Educators and Administrators During the COVID-19 Pandemic 迈向新的护理社区:2019冠状病毒病大流行期间教育工作者和管理人员的最佳实践
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.14
Cody M. Clemens, Tomeka Robinson
{"title":"Toward a New Community of Care: Best Practices for Educators and Administrators During the COVID-19 Pandemic","authors":"Cody M. Clemens, Tomeka Robinson","doi":"10.31446/jcp.2021.2.14","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.14","url":null,"abstract":"The onset of COVID-19 left people feeling unsettled, confused, and afraid of what tomorrow may hold. As university professors specializing in health communication, we too were left with these same feelings. As health communication scholars, we focus on issues surrounding illness, risk, crisis, care, health inequities, and wellness. COVID-19 is a health crisis, yes, but it has also changed the way we operate not only in higher education but in daily life. We begin this essay with an overview of COVID-19 and its impact on students, educators, and administrators. Then, we suggest four best practices to foster a community of care in the classroom during and beyond the COVID-19 pandemic.","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":"86735912","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: 3
Invisibility as Modern Racism: Redressing the Experience of Indigenous Learners in Higher Education 现代种族主义的隐形:纠正高等教育中土著学习者的经验
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.09
Amy May, Victoria McDermott
{"title":"Invisibility as Modern Racism: Redressing the Experience of Indigenous Learners in Higher Education","authors":"Amy May, Victoria McDermott","doi":"10.31446/jcp.2021.2.09","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.09","url":null,"abstract":"Indigenous Peoples represent the smallest group of ethnic minorities in the United States, and they are significantly underrepresented in the academy. The tumultuous relationship between institutions of higher learning and First Nation Peoples can be explained in part by the use of education to colonize and force the assimilation of Native Peoples. The end result of centuries of dehumanization and marginalization is invisibility, “the modern form of racism used against Native Americans” (the American Indian College Fund, 2019, p. 5). Educators are challenged to identify institutional inequities and redress barriers to promote social justice through informed and genuine practice, indigenization, and curriculum development that reflects intercultural communication competence.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87364022","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
Encouraging College Student Democratic Engagement Through a Collaborative Voter 通过合作选民鼓励大学生民主参与
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.15
Angela M. McGowan-Kirsch
{"title":"Encouraging College Student Democratic Engagement Through a Collaborative Voter","authors":"Angela M. McGowan-Kirsch","doi":"10.31446/jcp.2021.2.15","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.15","url":null,"abstract":"Drawing on challenges I experienced when teaching a political communication course, I designed an upper-level undergraduate course with the objective of developing students’ civic competence and democratic engagement. The major class assignment, which is the focal point of this best practices essay, was a four-step collaborative voter mobilization project designed and executed by undergraduate students. I use research, classroom conversations, and student observations to discuss four best practices for encouraging students to participate in electoral politics: (a) fostering political efficacy, (b) peer-to-peer learning, (c) experiential learning, and (d) learning through reflection. This essay breaks a four-step collaborative voting mobilization project down into easily implementable steps for those seeking to inculcate attitudes and behaviors that foster democratic engagement whether that be in schools, universities, or within the broader community.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78114310","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
A Professing Parent’s Reflection on the COVID Classroom and Research Illustrates the Full Utility of Communication Pedagogy 一位职业家长对COVID课堂和研究的反思说明了传播教学法的充分利用
Journal of Communication Pedagogy Pub Date : 2021-01-01 DOI: 10.31446/jcp.2021.2.18
R. Mathis
{"title":"A Professing Parent’s Reflection on the COVID Classroom and Research Illustrates the Full Utility of Communication Pedagogy","authors":"R. Mathis","doi":"10.31446/jcp.2021.2.18","DOIUrl":"https://doi.org/10.31446/jcp.2021.2.18","url":null,"abstract":"This essay uses an ethnonarrative method to illustrate why and how to communicate compassion in the K–12, college, and workplace classroom during a pandemic. Reflecting on my experiences as a parent and professor, my students’ journal entries March–May 2020, and field research notes, I conclude that the feeling of powerlessness in the classroom and compassion within the organization creates an innovative ethnonarrative research opportunity for the Journal of Communication Pedagogy reader. Ultimately, my reflection as a parent and professor emphasized the value of communication pedagogy. Ultimately, I argue that practitioners in traditional classrooms, as well as the workplace, can advance communication pedagogy through multifaceted ethnonarrative approaches that are uniquely suited to meet the complex challenges exposed during the COVID-19 pandemic.","PeriodicalId":34526,"journal":{"name":"Journal of Communication Pedagogy","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78467089","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
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