Higher Education Commons^™

Journal Of Communication Pedagogy, Complete Volume, 2024

Journal of Communication Pedagogy

No abstract provided.

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.

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 …

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 …

Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow

Teaching/Writing: The Journal of Writing Teacher Education

This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …

Pandemic Pedagogy: Elements Of Online Supportive Course Design, Nate Brophy, Melissa A. Broeckelman-Post, Karin Nordin, Angela D. Miller, Michelle Buehl, Jeff Vomund

Journal of Communication Pedagogy

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote teaching, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, …

Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman

Journal of Communication Pedagogy

As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege …

Journal Of Communication Pedagogy, Complete Volume, 2018

Journal of Communication Pedagogy

No abstract provided.

Academic Honesty And The New Technological Frontier, Jennifer Deranek, Ceceilia Parnther

The Hilltop Review

As technological advances increase in higher education, there are increased opportunities to prevent cheating and promote academic integrity. Up to 90% of undergraduate and graduate students have reported cheating, and many students believe that academic dishonesty has become second nature (Stuber-McEwen, Wiseley & Hoggatt, 2009). An intentional effort to promote learning and growth for students and the institution is important for reputation, workplace honesty, and academic freedom. This paper identifies changes in the technological landscape of academic honor.

Keywords: technology, academic dishonesty