通过调查教育评估将沟通与学习联系起来

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2023-03-16 DOI:10.1080/03634523.2023.2171446

S. Brammer, Narissra Maria Punyanunt-Carter, Ryan J. Martinez

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引用次数: 0

摘要

当奖学金平衡了对质量、以学生为中心的教学和道德、面向未来的研究的关注时，传播学学科处于最佳状态。虽然有许多研究途径可以通过关注课堂管理或课程设计等逻辑方法来更好地为教育交流提供信息，但探索交流与学习之间更抽象的联系的研究可以提供影响逻辑方法的重要哲学见解。一种可以加强我们对学习和交流之间关系的理解的研究方法是重新审视评估和用于衡量学习成果的方法。

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Connecting communication and learning through investigations of educational assessments

The communication studies discipline is at its best when scholarship balances attention to quality, student-centered instruction, and ethical, future-oriented research. Though there are many avenues for research that can better inform educational communication by homing in on logistical approaches such as classroom management or curriculum design, research that explores the more abstract connections between communication and learning can o ﬀ er important philosophical insights that impact the logistical ones. One approach to research that can bolster our understanding of the relationship between learning and communication is to revisit assessment and the methods used to gauge learning outcomes.

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

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