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Mapping Research Directions In The Introductory Communication Course: A Meta-Synthesis Of Published Scholarship, Lindsey B. Anderson, Ashley Jones-Bodie, Jennifer Hall
Mapping Research Directions In The Introductory Communication Course: A Meta-Synthesis Of Published Scholarship, Lindsey B. Anderson, Ashley Jones-Bodie, Jennifer Hall
Journal of Communication Pedagogy
The introductory communication course has a history of producing meaningful scholarship that shapes teaching and learning at institutions of higher education around the world. The scope of this research is broad and, as such, calls for a meta-synthesis of trends in and avenues for future research. This project examines published work from the past decade—2010 through 2019—in key outlets that regularly publish introductory course-focused research (The Basic Communication Course Annual, Communication Education, Communication Teacher, The Journal of Communication Pedagogy). This analysis of 98 articles revealed that publications tend to focus on three primary areas: (1) students and instructors, (2) the …
Defining Feedback: Understanding Students’ Perceptions Of Feedback In The Introductory Communication Course, Drew T. Ashby-King, Raphael Mazzone, Lindsey B. Anderson
Defining Feedback: Understanding Students’ Perceptions Of Feedback In The Introductory Communication Course, Drew T. Ashby-King, Raphael Mazzone, Lindsey B. Anderson
Journal of Communication Pedagogy
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 …
Managing Graduate Teaching Assistant Misbehaviors: Perspectives Of Basic Course Directors From The Front Porch, Michelle Hershberger
Managing Graduate Teaching Assistant Misbehaviors: Perspectives Of Basic Course Directors From The Front Porch, Michelle Hershberger
Basic Communication Course Annual
This study explores basic course directors’ (BCDs) perceptions of graduate teaching assistant (GTA) misbehaviors in introductory communication courses. BCDs (N = 30) responded to questions about GTA misbehaviors observed in their roles. BCDs were asked why they perceived communicative acts as misbehaviors, how they managed them, and what they did to proactively address them. Utilizing thematic analysis, participants indicated indolence as the most frequently occurring misbehavior, followed by incompetence and offensiveness. Six categories emerged for why behaviors and actions were perceived as misbehaviors. In response to how GTA misbehaviors were managed, six categories emerged. Five categories emerged for how misbehaviors …