COMMUNICATION EDUCATION最新文献

{"title":"The importance, significance, and relevance of communication: a fourth study of the criticality of the discipline’s content and pedagogy","authors":"Sherwyn P. Morreale, Melissa A. Broeckelman-Post, L. Anderson, Victoria A. Ledford, J. Westwick","doi":"10.1080/03634523.2023.2178663","DOIUrl":"https://doi.org/10.1080/03634523.2023.2178663","url":null,"abstract":"ABSTRACT The results of this study argue that communication, and specifically oral communication education, is critical to students’ future personal and professional success. Similar to three earlier studies, thematic analysis of 2,155 articles, identified in academic and popular press publications extending from 2016 to 2020, provides support for the centrality of the communication discipline’s content and pedagogy. These results reinforce the importance of communication to promoting health communication; growing individually and in relation to others; enriching the educational enterprise; enhancing organizational processes; being a responsible community member locally, nationally, internationally, and globally; and addressing crises, safety, risk, security, and science communication. Subthemes are identified in each of these six thematic categories, and the results are compared with those of the three earlier iterations of this study and in light of major shifts in the sociopolitical and cultural environment in the U.S. and the globe since the last iteration.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42003129","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}

{"title":"Study X of the basic communication course at two- and four-year U.S. colleges and universities: revisiting trends and considering new challenges","authors":"Sherwyn P. Morreale, S. Myers, Tiffany R. Wang, J. Westwick","doi":"10.1080/03634523.2023.2181366","DOIUrl":"https://doi.org/10.1080/03634523.2023.2181366","url":null,"abstract":"ABSTRACT Continuing a tradition dating back to 1968, this tenth study in a longitudinal series of surveys of the basic communication course has two goals: (a) to provide descriptive information about the basic course contemporarily and over time and (b) to propose a framework for interpreting the impact of the extraordinary national and international events of 2020, on higher education in general and the basic communication course in particular. A survey, which retained questions about trends identified in the past nine studies conducted on the basic communication course from 1956 to 2016, was updated to include additional questions on topics of contemporary concern. National distribution of the survey instrument resulted in a total of 160 respondents (26 from two-year schools, 134 from four-year schools). This study reports and discusses data across six categories: (a) general description of the course and enrollment patterns; (b) course instruction, training, and administration problems; (c) standardization and grading; (d) course content and pedagogy; (e) media, technology, and online teaching; and (f) contemporary challenges and issues facing the basic course. Reflections based on trends in the data, and recommendations for future scholarship about the course based on the results and current challenges in higher education, are offered.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45406543","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}

{"title":"Extending the understanding of online discussions: a replication of online students’ perceptions of identity and helper heuristics","authors":"Patric R. Spence, Renee Kaufmann, Kenneth A. Lachlan, Xialing Lin, Stephen A. Spates","doi":"10.1080/03634523.2023.2169315","DOIUrl":"https://doi.org/10.1080/03634523.2023.2169315","url":null,"abstract":"ABSTRACT Previous research applied an affordance approach to the literature in instruction and pedagogy. Because of the continued trend in online instruction and course management, there exists a need to study the impact of technological affordances and communication in learning management systems. The current study replicates and extends research investigating the responses of undergraduate students to discussion comments on a course management page, in which the presence or absence of peer identity and the helper heuristic of fellow students were manipulated. Results suggest that the act of being helpful (through the helper heuristic) positively impacted source credibility, perceptions of an assignment-related message, and computer-mediated competence. Findings for student rapport and task attraction did not replicate. Furthermore, identity cues continue to be unrelated to the variables of interest. Findings are discussed in terms of both theoretical and instructional relevance.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47589439","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}

{"title":"Highlighting the intersectional experiences of students of color: a mixed methods examination of instructor (mis)behavior","authors":"Jessalyn I. Vallade, Adam Tristan, Renee Kaufmann","doi":"10.1080/03634523.2023.2169727","DOIUrl":"https://doi.org/10.1080/03634523.2023.2169727","url":null,"abstract":"ABSTRACT Instructor (mis)behavior research has traditionally been empirically dominated by White student samples, limiting the voice of underrepresented student populations. The present study extends scholarship on instructor (mis)behaviors by magnifying the voices of students of color with an intersectional lens. Utilizing surveys, participants (N = 154) provided open-ended descriptions of instructor (mis)behaviors and quantitative ratings of (mis)behavior severity, instructor blame, and motivation to retaliate against or avoid their instructor. Results revealed students of color experienced prejudice/bias more frequently than previously reported in instructional research, and female students of color reported prejudice/bias more frequently than their male counterparts. Significant differences emerged for male and female students of color regarding evaluations of and reactions to instructor (mis)behavior, highlighting the importance of intersectionality and social identity in our understanding of student experiences. Finally, we reflect on how instructors and researchers can challenge the status quo and question knowledge claims made based on typical convenience samples.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43809441","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}

{"title":"Communication consulting and outreach","authors":"San Bolkan, Darrin J. Griffin","doi":"10.1080/03634523.2022.2137220","DOIUrl":"https://doi.org/10.1080/03634523.2022.2137220","url":null,"abstract":"Consultants operate as translators who cull relevant literature to produce lessons as these pertain to skills, strategies, and ideas that practitioners can apply in professional contexts (Waldeck, 2016). Having said that, our impression is that contributors to Communication Education are well positioned to provide practical advice about communicating with others, though this might not seem apparent at first. As such, we believe that our charge as communication professionals is to reframe how we think about what we know and to convince others that our scholarly focus includes more than just studying the basics of how people talk to each other. Our first charge as communication professionals is to reframe our own understanding of what we do. At its core, the topics published in Communication Education center on processes of human learning, including understanding how people pay attention, organize complex information, and retain knowledge for use (Mayer, 2021). Thus, instead of seeing ourselves as researchers who focus on students’ classroom experiences, we might also envision ourselves as scholars who investigate how best to facilitate human information processing and recall. From this perspective, conclusions generated from our research apply to just about any professional endeavor. Don’t believe us? Try speaking in public without knowing what it takes to capture a person’s attention, try negotiating a business deal without understanding how to be clear when communicating your needs, or try inspiring a workforce without understanding how different types of motivation influence effort. The fundamental idea in each of these examples is studied in the context of instructional communication, and although we typically focus on learning interventions, these notions are valuable beyond the classroom. Our second charge as communication professionals is twofold and includes helping others understand that our scholarly focus includes more than the basics of communicating with others and convincing organizations that they stand to benefit from our work. Regarding the former, we are often surprised that the details of what we research are entirely new to the people we interact with—even for the educators and trainers with whom we collaborate. Most people know little about the nuance in what we study, and so they fail to comprehend how the knowledge we have generated can be helpful in their professional endeavors. For instance, many professional speakers are familiar with the importance of clarity, but they are unaware that the concept is multidimensional and manifests through a core set of specific behaviors (Bolkan, 2017). Relatedly, though most professional educators have thought about what they are going to teach from the","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42286332","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}

{"title":"Outreach within: applying instructional communication to the landscape of higher education","authors":"Zac D. Johnson","doi":"10.1080/03634523.2022.2137219","DOIUrl":"https://doi.org/10.1080/03634523.2022.2137219","url":null,"abstract":"Instructional communication researchers have long argued for the application of our work to extend beyond the classroom (see Kearney, 2008). While applying our work outside of higher education is important, the opportunity to solve problems, translate research, facilitate change, and evaluate programs may be as simple as walking across campus. As scholars of communication and instruction, we reside at the nexus of communication studies, pedagogy, and educational psychology (Mottet & Beebe, 2006). We have explored, at length, issues related to classroom instruction across contexts to better understand not only how learning occurs but what environments, relationships, and practices best support the facilitation of that learning (Myers et al., 2016). Certainly, our work can translate beyond the classroom and academia at large. However, instructional communication researchers can make a meaningful impact in our own institutions if we just work to engage more thoroughly with wider audiences within our campus communities. Specifically, our outreach to enhance higher education should focus on two specific areas: student retention and faculty development. First, our work must reach beyond learning and begin speaking more directly to issues of persistence and retention. Across a lifetime, a college degree can lead to increased earning potential, social mobility, and other benefits (Andrade et al., 2022), and yet, many students still fail to achieve degree completion (National Center for Education Statistics [NCES], 2020). Instructional communication has largely overlooked persistence as an outcome of interest; this, despite the importance of persistence in student success, its prevalence in related disciplines, its integration into the administration of higher education, and even its fiscal significance to an institution (see Cueso, 2010). Given that many retention frameworks and best practices involve the importance of relationships, a key component of communication research at large, we are well suited to speak to and address these issues within the academy. Therefore, instructional communication researchers should work with colleges and universities to explore best practices related to retention at a variety of levels including student-to-student (e.g., mentoring programs, support facilitation), student-to-teacher (e.g., teaching students in first-year experience courses how to talk to and engage with instructors), teacher-to-student (e.g., working with teachers to identify and engage with students in danger of early departure), and even teacher-to-teacher and teacher-to-administrator (e.g., working to create programs that engage various stakeholders from across the academy to support student persistence","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44293070","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}

{"title":"Bridging the gap: making communication research more accessible through translation and application","authors":"Ryan J. Martinez, S. Brammer, Narissra Maria Punyanunt-Carter","doi":"10.1080/03634523.2022.2137218","DOIUrl":"https://doi.org/10.1080/03634523.2022.2137218","url":null,"abstract":"As communication scholars, our interdisciplinary fi eld has contributed to the production of research that has enhanced our understanding of the complexities of human communication. The scienti fi c information gleaned from our research is essential for guiding future studies and establishing credibility in our fi eld. However, one of the most signi fi cant obstacles researchers face is communicating expert knowledge to nonspecialists in a manner that is easily apprehensible to lay audiences. They must be able to relay the fi ndings of their studies to more inclusive crowds. Communication scholars can assist in bridging this gap by developing a feeling of urgency regarding the signi fi - cance of interpreting and translating information for lay audiences and building a strong connection between research and practice.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45460012","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}

{"title":"A review of U.S. tenure and promotion guidelines in media and communication and their support for engaged scholarship","authors":"Serena Miller","doi":"10.1080/03634523.2022.2137217","DOIUrl":"https://doi.org/10.1080/03634523.2022.2137217","url":null,"abstract":"People within academia choose their path because they want to make positive differences in society, in their community or practice. A diversity of venues and methodological approaches should be accepted within academia, because theoretical, critical, and applied approaches toward knowledge-making can inform one another to help society make sense of its complex problems and evaluate solutions to those problems. Nontraditional scholars such as consultants, engaged scholars, and artists frequently choose to disseminate their artifacts in venues (e.g., educational videos, podcasts, reports) other than academic journals or books with the goal of connecting nonacademics with their work (Miller, 2022). Engaged scholars often prefer to form partnerships with nonprofit institutions, the government, and other institutions to enrich communities by providing realworld solutions or stimulating dialogue (Waisbord, 2020). In this essay, I argue that applied, outreach, and consulting work should fall under the umbrella of engaged scholarship. Educational researcher Ernest Boyer’s (1990) work is often cited as the catalyst for recognizing the value of engaged scholarship. Van de Ven (2007) described engaged scholarship as a “participatory form of research for obtaining the advice and perspectives of key stakeholders... to understand a complex social problem” (p. ix). Van de Ven (2007) stated engaged research should address and resolve a particular problem; moreover, scholars should not emphasize creating generalizable information, since engaged scholarship concentrates on helping community-based programs. Engaged scholarship is the application or exchange of intellectual, artistic, and professional expertise, knowledge, skills, or resources to benefit external nonacademic stakeholders that may involve collaboration between academics and nonacademics (Miller, in press). Yet colleges and universities constrain academics from doing this type of work by creating tenure and promotion guidelines that state what types of scholarship count and do not count. A complex faculty rewards structure within academia often disadvantages scholars who select paths that counter interpretations of acceptable scholarship output such as a journal article or book publication. Engaged scholars criticize tenure and promotion documents for not properly acknowledging such approaches (Van de Ven, 2007). Historically, university and departmental leadership rely on proxies such as journal outlet and productivity to assess a candidate’s performance (Saaty & Ramanujam, 1983). Long-held beliefs and norms need to be readdressed at this moment in time based on momentum supporting engaged approaches (Waisbord, 2020).","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383554","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}

{"title":"Editors’ introduction: the reciprocity of communication scholarship and practice: spotlight on consulting and outreach","authors":"Jennifer H. Waldeck, Melissa A. Broeckelman-Post, Joseph P. Mazer","doi":"10.1080/03634523.2022.2137214","DOIUrl":"https://doi.org/10.1080/03634523.2022.2137214","url":null,"abstract":"","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48873939","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}

{"title":"The contribution of instructional communication research to teaching–learning beyond the classroom","authors":"Sara LaBelle, Johnny Capra, Amy Hellem, Cailin M. Kuchenbecker, Arielle L. Hodges, Madison K Murphy","doi":"10.1080/03634523.2022.2137216","DOIUrl":"https://doi.org/10.1080/03634523.2022.2137216","url":null,"abstract":"This essay emerged out of class discussion in a Ph.D. seminar on Instructional Communication (IC). As the fi rst author and professor in this course, I have encouraged my students (the remaining authors) to connect IC to their areas of emphasis and to con-sider the myriad ways IC research could contribute to learning outcomes in these areas. In drafting their contributions to this essay, one of the student authors wrote, “ If instructional communication (IC) is de fi ned as ‘ the study of the human communication process across all learning situations independent of subject matter, grade level, or the learning environment ’ (Myers et al., 2016, p. 13), then why are so many scholars still tied to their classroom podiums? ” We present an argument for how IC scholars can build on existing research to step out from behind their podiums through consulting and outreach in fi ve distinct contexts.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373662","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}