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Articles 1 - 30 of 126
Full-Text Articles in Education
Students' Perceptions Of Professional Short-Messaging Education In Undergraduate Courses, Seth S. Frei, Allison M. Alford, Ashly B. Smith
Students' Perceptions Of Professional Short-Messaging Education In Undergraduate Courses, Seth S. Frei, Allison M. Alford, Ashly B. Smith
Journal of Communication Pedagogy
The popularity of short-messaging formats, like text and chat, is on the rise in the workplace with many employees preferring this style over long-form options like email. While many businesses expect employees to communicate using short messages, students may be ill-equipped to effectively use these methods due to a lack of formal training. This study sets out to understand students’ experience, confidence, and education related to professional short messaging. Results indicate a correlation between confidence and experience levels in writing text and chat messages. Further, the participants who indicated they had training on writing short messages, indicated they learned it …
Challenging The Positionality Of Western Mainstream English Through The Implementation Of Communication Action Statements, Victoria Mcdermott, Amy R. May
Challenging The Positionality Of Western Mainstream English Through The Implementation Of Communication Action Statements, Victoria Mcdermott, Amy R. May
Journal of Communication Pedagogy
Communication is the most powerful tool we have to challenge the plague of invisibility impacting our Indigenous communities. As we continue to challenge the diversity, equity, and inclusion initiatives touted by our institutions, we need to move beyond mission statements to motion, i.e., action required for meaningful transformation to take place (Qassataq, Iñupiaq, 2022). To call attention to and name the silencing of language and knowledge systems outside of western mainstream english (WME), the present paper proposes the concept of Communication Action Statements (CAS). Based on place and space, CASs recognize, label, and affirm the negative effects of WME, …
The Student Veteran Instructional Communication Training (Svic): An Analysis Of Student Veteran Instructional Needs And Corresponding Instructional Behaviors, Trevor Kauer, Marian Houser
The Student Veteran Instructional Communication Training (Svic): An Analysis Of Student Veteran Instructional Needs And Corresponding Instructional Behaviors, Trevor Kauer, Marian Houser
Journal of Communication Pedagogy
Student veteran’s (SV) transition into academic life is challenging, and faculty/staff are uniquely positioned to support this change. Research calls for academic faculty/staff training to support SVs’ and aid in their retention and academic success. Framed by Rhetorical and Relational Goal Theory (RRGT; Mottet et al., 2006), qualitative data identified SVs’ instructional communication needs and produced a faculty/staff training program. Twenty-three SVs were interviewed about their instructional communication needs, namely, a need for: Structure, Integration, and Awareness. These needs were translated into instructor communication behaviors, and a SV instructional communication training (SVIC) was created to (a) promote organization, (b) facilitate …
Perceived Teacher Confirmation And The Online Classroom: Capturing Student Descriptions Of Experiences With Faculty Online, Ashley Jones-Bodie, Lindsey Anderson, Jennifer Hall
Perceived Teacher Confirmation And The Online Classroom: Capturing Student Descriptions Of Experiences With Faculty Online, Ashley Jones-Bodie, Lindsey Anderson, Jennifer Hall
Journal of Communication Pedagogy
This study explored and examined students’ perceptions of teacher confirmation, those behaviors that teachers engage in that make students feel confirmed as valuable, significant individuals, as experienced in online courses. With over 450 students’ written descriptions of experiences in online classes across three different universities, this study provides an important initial examination of teaching practices in the online context. While prior research has situated study of students’ perceptions of teacher confirmation in the traditional in-person course experience, the current project extends understanding of teacher confirmation into the online setting. The study provides detailed descriptions, in students’ own words, of specific …
Responding To Neoliberal Individualism: Developing An Ethic Of Empathy Through Critical Communication Pedagogy, David H. Kahl Jr.
Responding To Neoliberal Individualism: Developing An Ethic Of Empathy Through Critical Communication Pedagogy, David H. Kahl Jr.
Journal of Communication Pedagogy
The university’s mission involves educating students to become civic leaders, balancing both individual and collective goals. However, neoliberal influences have shifted the balance to focus on the individual over the collective. Communication curriculum has also shifted over time, with a sizeable percentage of its classes designed to prepare students for individual economic success, with the byproduct being a deemphasis on collective thinking. The communication discipline can resist this neoliberal encroachment by redefining three of its goals and applying commitments of critical communication pedagogy to aid in the process. Doing has the potential to work toward the development of an ethic …
The Basic Communication Course And College Student Retention: A Longitudinal Analysis, David E. Schneider, Jennifer D. Mccullough
The Basic Communication Course And College Student Retention: A Longitudinal Analysis, David E. Schneider, Jennifer D. Mccullough
Journal of Communication Pedagogy
This longitudinal study examined the relationship between two formats of the basic communication course (BCC) and first-year college student retention over a four-year period. Chi-square and logistic regression models indicated students who completed the BCC were more likely to be retained than those who did not complete the BCC. While completing the BCC was associated with retention for both formats, the hybrid BCC format was more consistently related to retention than the public speaking BCC. Students from certain demographic groups who completed the hybrid BCC were retained more frequently than students from the same demographic who did not complete the …
Innovating The Communication Pedagogy: An Application Of Flipped Classroom Technique In Communication Education, Gamze Yilmaz
Innovating The Communication Pedagogy: An Application Of Flipped Classroom Technique In Communication Education, Gamze Yilmaz
Journal of Communication Pedagogy
As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as …
Editor’S Note To Volume 7 Of The Journal Of Communication Pedagogy: Sharing Is Caring, Renee Kaufmann
Editor’S Note To Volume 7 Of The Journal Of Communication Pedagogy: Sharing Is Caring, Renee Kaufmann
Journal of Communication Pedagogy
This is the editor’s Note to Volume 7 of the Journal of Communication Pedagogy.
Elucidating College Students’ Stressors: Photovoice As A Pedagogical Tool And Qualitative Methodology, Deanne Priddis, Heather L. Hundley
Elucidating College Students’ Stressors: Photovoice As A Pedagogical Tool And Qualitative Methodology, Deanne Priddis, Heather L. Hundley
Journal of Communication Pedagogy
Traditional research examining student stress relies on surveys using pre-determined categories. This study diverts from that approach by adopting a Communication in Conflict class assignment over seven classes (N = 115) using photovoice to determine if results fluctuate by using a different methodology. Additionally, we sought to understand if the sources of stress vary by gender and semester. The data revealed seven categories as the main stressors of student conflict: 1) time management, 2) mental health, 3) finding oneself, 4) future uncertainty, 5) other, 6) financial, and 7) past mistakes. Regardless of participants’ sex/gender or semester in which the data …
Student Camera Use In Synchronous Classrooms: A Two-Study Exploration Of Ctml’S Embodiment Principle, Zac D. Johnson, Kevin C. Knoster
Student Camera Use In Synchronous Classrooms: A Two-Study Exploration Of Ctml’S Embodiment Principle, Zac D. Johnson, Kevin C. Knoster
Journal of Communication Pedagogy
Two studies were conducted to ascertain whether or not the embodiment principle of the Cognitive Theory of Multimedia Learning would apply to student’s use of cameras in synchronous online instruction. Results from a cross sectional dataset indicate that students who utilize their cameras report more positive outcomes than students who do not utilize their cameras. Results from a quasi-experimental design indicate that students do not report any significant differences between experiencing classes where their peers keep their cameras-on or when their peers keep their cameras-off.
Surveilling The Web, Mobile, And Language Accessibility Of Communication’S Digital Presence Within Institutions Of Higher Education Globally, Alicia M. Mason, Elizabeth A. Spencer, Megan C. Westhoff, Kristen M. Livingston, Josh Compton
Surveilling The Web, Mobile, And Language Accessibility Of Communication’S Digital Presence Within Institutions Of Higher Education Globally, Alicia M. Mason, Elizabeth A. Spencer, Megan C. Westhoff, Kristen M. Livingston, Josh Compton
Journal of Communication Pedagogy
This study aims to understand the general web accessibility of digital information networks which may serve as barriers for access to the global discipline of Communication through institutional and departmental websites, specifically for persons with disabilities and those with limited English proficiency (LEP). Our exploratory content analysis relies on computer-aided software to systematically analyze the departmental home pages of websites of institutional members of the International Communication Association (ICA), N = 77, representing 26 countries, globally. Findings from this study help us to: (1) better understand the general web, language, and mobile accessibility of discipline-related online information; (2) identify strengths …
Transforming Experiential Learning In The Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys During The Covid-19 Pandemic And Beyond, Jennifer A. H. Becker
Transforming Experiential Learning In The Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys During The Covid-19 Pandemic And Beyond, Jennifer A. H. Becker
Journal of Communication Pedagogy
Drawing upon my own experience as an educator, I describe and reflect upon my experiential learning-pedagogical process of transforming my fall 2020 Zoom-based honors interpersonal communication course in which my students traversed through a series of experiential learning activities called Interpersonal Enrichment Journeys. Quantitative and written data revealed that students achieved desired learning outcomes and strengthened much-needed interpersonal connections despite the circumstances and stressors induced by the pandemic. Interpersonal Enrichment Journeys can be replicated to maximize the features of quality online courses identified by Kaufman and Vallade (2022), such as helping students develop personal connections in a positive learning climate …
Crisis, Collaboration, And Hope, Debra J. Ford
Crisis, Collaboration, And Hope, Debra J. Ford
Journal of Communication Pedagogy
No abstract provided.
Journal Of Communication Pedagogy, Complete Volume, 2023
Journal Of Communication Pedagogy, Complete Volume, 2023
Journal of Communication Pedagogy
No abstract provided.
Journal Of Communication Pedagogy, Complete Volume 6, 2022
Journal Of Communication Pedagogy, Complete Volume 6, 2022
Journal of Communication Pedagogy
No abstract provided.
Countering The Service-Learning Privilege Problem Through Critical Communication Pedagogy And Critical Assessment, David H. Kahl Jr., Ahmet Atay, Najla G. Amundson
Countering The Service-Learning Privilege Problem Through Critical Communication Pedagogy And Critical Assessment, David H. Kahl Jr., Ahmet Atay, Najla G. Amundson
Journal of Communication Pedagogy
Because the communication discipline values action, civility, and service, it has placed emphasis on the integration of service-learning in its courses. Service-learning has the potential to bridge the gap between the classroom and the community by employing social justice pedagogy–activism that takes critical learning to sites of hegemony. However, service-learning can also promote the unintended side effect of entrenching beliefs about privilege. Therefore, we advocate for a critical service-learning to be facilitated through a critical communication pedagogy (CCP) framework, which emphasizes the recognition and response to hegemony that students encounter. Such an approach employs critical assessment, a means by which …
Pursuing Inclusion And Justice While Affirming The Mental Health Of Marginalized Students, Tyshee E. Sonnier, Claire J. Stevenson, Joshua H. Miller
Pursuing Inclusion And Justice While Affirming The Mental Health Of Marginalized Students, Tyshee E. Sonnier, Claire J. Stevenson, Joshua H. Miller
Journal of Communication Pedagogy
This article provides best practices that instructors can use to affirm and support marginalized students’ mental health with a specific focus on students of color. Recently, campuses have witnessed renewed calls for diversity and inclusion in the wake of anti-Black violence. Advocates have called for needed structural changes. To build upon these calls for change, this article provides instructors with tools they can use in the interim to navigate questions of diversity, inclusion, and justice in the classroom. The essay centers the mental health needs of students from marginalized populations to hedge against the possibility that efforts to foster inclusion, …
Engaging Pre-Med Students In Field-Related Dialogue: Best Practices For A Dialogic Approach To A Health-Specific Oral Communication Course, Natalie Grecu
Journal of Communication Pedagogy
Using a dialogic framework as the backdrop to course curriculum, I developed an Oral Communication course for pre-med students with the goal to enhance students’ public speaking skills while also incorporating health communication and applied communication research and activities to create opportunities for engagement. I propose best practices for teaching pre-med oral communication by deconstructing “bedside manner,” emphasizing a dialogic, audience-centered approach to communication, illustrating the praxis of genuine communication, creating a supportive climate through nonverbal and small group communication tenets, and creating a space to practice genuine communication. Using this approach, the layperson understanding of “bedside manner” becomes an …
The Influence Of Course Format, Student Characteristics, And Perceived Teacher Communication And Behavior On Instructional Outcomes Before And During The Covid-19 Pandemic, Elizabeth E. Graham, Heather L. Walter, Tang Tang
The Influence Of Course Format, Student Characteristics, And Perceived Teacher Communication And Behavior On Instructional Outcomes Before And During The Covid-19 Pandemic, Elizabeth E. Graham, Heather L. Walter, Tang Tang
Journal of Communication Pedagogy
Two studies examined instructional format (intact vs. hybrid and remote vs. online), classroom climate, student characteristics (engagement and communication apprehension), perceived teacher communication and behavior (teacher competence, clarity, caring), and their influence on instructional outcomes, including cognitive learning, communication satisfaction, and intent to persist in college pre-pandemic and during the pandemic. The findings highlight the important role teacher characteristics (caring, clarity, competence) played in instructional outcomes. This study also revealed that high levels of engagement signals students’ willingness to participate in the learning process. Students are a driving force in their own cognitive learning, communication satisfaction, and intent to persist …
Instructional Resources To Assess Applied Projects As A Culminating Graduate Communication Student Experience, Michael G. Strawser, Bridget Rubenking, Kelsey Lunsford, Margaret Gravelyn
Instructional Resources To Assess Applied Projects As A Culminating Graduate Communication Student Experience, Michael G. Strawser, Bridget Rubenking, Kelsey Lunsford, Margaret Gravelyn
Journal of Communication Pedagogy
This study reviews the traditional culminating graduate student experiences, theses, and comprehensive exams, as well as a newer, more professionally relevant option, applied research projects. We conceptualize applied projects as student-led, client-connected, hands-on, experiential projects that address a real-world communication problem or topic through the creation of relevant deliverables. We used Glassick et al.’s (1997) scholarship assessed model and the National Communication Association’s communication learning outcomes to determine perceived differences between culminating experiences. Survey results (N = 32) of recent alumni and current master’s level Communication students demonstrate near-equal ratings of applied projects and theses in their ability to both …
Encouraging Student Sense Of Belonging Through Instructor Face Support, Nicholas R. Burk, Amy Pearson
Encouraging Student Sense Of Belonging Through Instructor Face Support, Nicholas R. Burk, Amy Pearson
Journal of Communication Pedagogy
Research has established important links between student sense of belonging in the classroom and levels of academic engagement, motivation, and persistence (e.g., Jang et al., 2016; Reeve, 2012) yet more work is needed to identify specific teacher communication tactics and strategies that can foster sense of belonging and increased engagement. Using a conceptual framework centered on organizational identification, we surveyed 172 undergraduates and found that instructor interpersonal skills—specifically face support during student feedback—significantly correlated with increased class identification and sense of belonging. These results hold important implications for promoting student engagement, motivation, and persistence, particularly for underrepresented students.
Assessing Student Mindset, Interest, Participation, And Rapport In The Post-Pandemic Public Speaking Classroom: Effects Of Modality Change And Communication Growth Mindset, Katherine J. Denker, Kendra Knight, Riley K. Carroll, Kathryn R. Bradley, Peyton J. Bonine, Sophia M. Lauck, Heidi S. Przytulski, Michael L. Storr
Assessing Student Mindset, Interest, Participation, And Rapport In The Post-Pandemic Public Speaking Classroom: Effects Of Modality Change And Communication Growth Mindset, Katherine J. Denker, Kendra Knight, Riley K. Carroll, Kathryn R. Bradley, Peyton J. Bonine, Sophia M. Lauck, Heidi S. Przytulski, Michael L. Storr
Journal of Communication Pedagogy
The COVID-19 pandemic created an exigency for educators to reevaluate their approaches to the classroom with one major dimension being course modality. This study uses the Instructional Beliefs Model to examine the impacts of course modality (i.e., hybrid versus face-to-face formats) and students’ communication growth mindset on student engagement in the foundational public speaking course. Consistent with pre-COVID-19 findings, the results indicated that modality does not significantly impact student engagement, with one exception: higher cognitive interest scores were reported among students in the hybrid modality. Communication growth mindset associated positively with all student engagement variables examined: student interest–emotional, student interest–cognitive, …
A Pedagogical Mystique?: Lessons Of Incorporating Feminism Into Skills-Based Communication Courses, Daniela Molta, Regina M. Luttrell Ph.D., Christopher J. Mccollough
A Pedagogical Mystique?: Lessons Of Incorporating Feminism Into Skills-Based Communication Courses, Daniela Molta, Regina M. Luttrell Ph.D., Christopher J. Mccollough
Journal of Communication Pedagogy
It is imperative that today’s advertising, journalism, mass communication, and public relations students are prepared to engage in corporate activism and corporate social responsibility communications once in the workforce. This article explores the need for incorporating equity-based pedagogy, using feminism as one of many approaches, into skills-based communication courses. The researchers conducted 20 qualitative interviews with academics to discuss various approaches, examples, and learnings. The findings suggest that using a feminist framework to teach skills: (1) enhances the skill being taught, (2) allows students to communicate more effectively, (3) builds life skills, and (4) comes in many forms. The article …
The Communication Discipline And Peace Education: A Valuable Intersection For Disrupting Violence In Communication Centers, Victoria Mcdermott, Cortney Smith, Amy R. May
The Communication Discipline And Peace Education: A Valuable Intersection For Disrupting Violence In Communication Centers, Victoria Mcdermott, Cortney Smith, Amy R. May
Journal of Communication Pedagogy
Violence is a significant issue impacting the physical, mental, social, and economic health of our learning communities. For decades the discipline of peace education has explored the effects of nonphysical violence on students and educators, as well as ways to create more peaceful, less violent, and equitable educational practices. While communication frameworks have been used in peace education research, no research found has theorized the potential value of peace education for the communication discipline. Using the contextual background of communication centers, this piece seeks to disrupt steadfast norms and practices within communication centers from the perspective of peace education. We …
Sounds About White: Critiquing The Nca Standards For Public Speaking Competency, Adam Key
Sounds About White: Critiquing The Nca Standards For Public Speaking Competency, Adam Key
Journal of Communication Pedagogy
Using critical discourse analysis, I critically examined the National Communication Association’s (NCA) standards for public speaking competency to determine what type of ideal speaker the standards would produce. Highlighting NCA’s emphasis on “suitable” and “appropriate” forms of communication and the use of Standard American English, I argue that the ideal competent speaker in our classrooms sounds White. I complete the essay by reimagining the basic course using methods of Africana Study to explore ways that the standards for public speaking might be decolonized and made more inclusive to students of all backgrounds.
Needs Assessment Of National Communication Association Conference Presentations: Members' Perceptions Of Presentation Effectiveness, Values, And Challenges, Piyawan Charoensap-Kelly, Deanne Priddis, Narissra Maria Punyanunt-Carter Phd
Needs Assessment Of National Communication Association Conference Presentations: Members' Perceptions Of Presentation Effectiveness, Values, And Challenges, Piyawan Charoensap-Kelly, Deanne Priddis, Narissra Maria Punyanunt-Carter Phd
Journal of Communication Pedagogy
This study analyzed the National Communication Association (NCA) members’ perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others’ presentations has a significant association with members’ perceived value of the conference presentations. The lack of experience and lack of confidence are key variables that heighten anxiety which can impact the effectiveness of presentations. Process anxiety was positively associated with presentation effectiveness …
Middle-Class “Chavs” From Working-Class Areas? Habitus, The Attainment Gap, And The Commodification Of Higher Education Among Communication Students In England, Martina Topić, Audra Diers-Lawson, Christian Goodman
Middle-Class “Chavs” From Working-Class Areas? Habitus, The Attainment Gap, And The Commodification Of Higher Education Among Communication Students In England, Martina Topić, Audra Diers-Lawson, Christian Goodman
Journal of Communication Pedagogy
The purpose of the article is to compare and contrast higher education and research among public relations and journalism students of middle-class and working-class origin. The paper applied Bourdieu’s theory of habitus to analyze prejudices against the working class, explores whether working-class students express an anti-education view, and whether the appreciation of education (and research in particular) is a predominantly middle-class attitude. Focus groups and an online questionnaire were used to obtain views of students at a university in Northern England. Triple coding (open, axial, selective) was used and the data was then analyzed and presented using thematic analysis. Findings …
An Exploratory Investigation Of Teacher Perceptions Of Education And Communication At The Beginning Of The Covid-19 Pandemic, Stephenson J. Beck, Emily A. Paskewitz
An Exploratory Investigation Of Teacher Perceptions Of Education And Communication At The Beginning Of The Covid-19 Pandemic, Stephenson J. Beck, Emily A. Paskewitz
Journal of Communication Pedagogy
In March 2020, teachers in the K–12 school system were forced to transition from in-person instruction to a variety of virtual teaching models due to the COVID-19 pandemic. This unprecedented change required extensive communication between teachers, students, parents, and administrators. This study explored communication during the March–May 2020 transition period, utilizing Uncertainty Management Theory as an overarching framework to investigate how teacher comfort with online learning, communication overload, administrative clarity, and student–teacher interaction influenced the effectiveness and happiness of teachers. Across these four variables, communication overload was shown to be a strong negative predictor of teacher well-being; student–teacher interaction predicted …
Online Learning In A “Fancy Prison”: The Impact Of Covid-19 On The International Student Academic Experience While Living In A Quarantine Hotel, Kristen Foltz Esq., Lacey C. Brown Phd
Online Learning In A “Fancy Prison”: The Impact Of Covid-19 On The International Student Academic Experience While Living In A Quarantine Hotel, Kristen Foltz Esq., Lacey C. Brown Phd
Journal of Communication Pedagogy
The rapid development of the COVID-19 pandemic during the spring 2020 academic semester resulted in many international undergraduate students evacuating the United States to return to their home countries. Some faced government-mandated quarantine in a designated quarantine hotel upon their entry into the country which overlapped with the end of the spring semester or start of summer term. Interviewers conducted qualitative interviews on Zoom with international students enrolled at American universities regarding their experiences with online learning while in isolation. This extreme environment had negative implications for their psychological well-being as well as their ability to self-motivate. Researchers formulated best …
Practicing Critical Thinking Skills Within A Pedagogy Of Renewal, Edward A. Hinck
Practicing Critical Thinking Skills Within A Pedagogy Of Renewal, Edward A. Hinck
Journal of Communication Pedagogy
The COVID-19 “pivot” created challenges for instructors in adapting their teaching strategies to the various forms of technology available for virtual delivery. One positive outcome discovered for teaching an introduction to debate class was the use of Blackboard’s discussion board feature to assess student learning regarding understanding and application of concepts of evidence and reasoning for an introduction to debate class. This essay provides an account of how I adapted my teaching strategies, the assignment for student participation created to assess student learning, and positive outcomes for students needing time to process arguments and respond in a virtual forum.