教学传播研究对课堂外教学的贡献

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2023-01-02 DOI:10.1080/03634523.2022.2137216

Sara LaBelle, Johnny Capra, Amy Hellem, Cailin M. Kuchenbecker, Arielle L. Hodges, Madison K Murphy

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引用次数: 3

摘要

这篇文章是在一个关于教学交流（IC）的博士研讨会上发表的。作为本课程的第一位作者和教授，我鼓励我的学生（其余作者）将IC与他们的重点领域联系起来，并考虑IC研究如何有助于这些领域的学习成果。在起草他们对这篇文章的贡献时，一位学生作者写道，“如果教学交流（IC）被定义为‘在所有学习情况下对人类交流过程的研究，而不依赖于主题、年级水平或学习环境’（Myers et al.，2016，p.13），那么为什么这么多学者仍然局限于他们的课堂讲台？”在五个不同的背景下，通过咨询和外联，从他们的讲台后面走出。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The contribution of instructional communication research to teaching–learning beyond the classroom

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.

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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