Pub Date : 2022-02-16DOI: 10.1080/17404622.2022.2036359
Mollie K. Murphy, John S. Seiter
Courses Rhetorical Criticism, Contemporary Rhetoric, Argumentation, Persuasion, Communication Theory. Objectives Students will (1) learn the basics of the narrative rationality as a mode of judging rhetoric, and (2) observe the ways in which humans use narrative fidelity and narrative probability to judge stories.
{"title":"“An orangutan stole my homework”: Using NPR’s “Bluff The Listener” to introduce narrative rationality","authors":"Mollie K. Murphy, John S. Seiter","doi":"10.1080/17404622.2022.2036359","DOIUrl":"https://doi.org/10.1080/17404622.2022.2036359","url":null,"abstract":"Courses Rhetorical Criticism, Contemporary Rhetoric, Argumentation, Persuasion, Communication Theory. Objectives Students will (1) learn the basics of the narrative rationality as a mode of judging rhetoric, and (2) observe the ways in which humans use narrative fidelity and narrative probability to judge stories.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"301 - 306"},"PeriodicalIF":0.4,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-16DOI: 10.1080/17404622.2022.2035421
Jaclyn R. Shetterly
In this activity, students individually rank 12 fictional individuals based on a description of them and their likeliness to survive the zombie apocalypse. There is no right answer, and as such, students will rank the fictional characters differently. Students must come together and determine the top six characters and provide rationales for their decision. This activity creates a space for students to talk about perspective taking as a building block for empathy. Courses Interpersonal Communication, Relational Communication. Objectives Explore the role of perspective taking and empathy on biases. Encourage students to think critically about the influence of implicit biases on relationships. Challenge students to confront their own biases and to reflect on the effect their biases can have on their relationships.
{"title":"Exploring implicit biases through the zombie apocalypse: Understanding the importance of perspective taking and empathy on relationships","authors":"Jaclyn R. Shetterly","doi":"10.1080/17404622.2022.2035421","DOIUrl":"https://doi.org/10.1080/17404622.2022.2035421","url":null,"abstract":"In this activity, students individually rank 12 fictional individuals based on a description of them and their likeliness to survive the zombie apocalypse. There is no right answer, and as such, students will rank the fictional characters differently. Students must come together and determine the top six characters and provide rationales for their decision. This activity creates a space for students to talk about perspective taking as a building block for empathy. Courses Interpersonal Communication, Relational Communication. Objectives Explore the role of perspective taking and empathy on biases. Encourage students to think critically about the influence of implicit biases on relationships. Challenge students to confront their own biases and to reflect on the effect their biases can have on their relationships.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"296 - 300"},"PeriodicalIF":0.4,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-16DOI: 10.1080/17404622.2022.2035420
J. Briscoe, Crystal D. Daugherty
A fundamental challenge for all instructors in higher education is demonstrating the relevance of the material for our students. With the implementation of new technologies, and facing ever-increasing challenges, instructors need to adapt their approach, especially in the teaching of theory. This presentation provides one such approach. Instead of simply “lecturing” on a theory or having a simple exercise, instructors center their curriculum on a semester-long activity requiring students to put the modified version of the Social Network Strategy (mSNS) theory into praxis. As a result, students not only see the value in the activity itself but are able to recognize the theory’s relevance and application in their lives as they commit to using the theory beyond the scope of the classroom. Course Health Communication. Objectives This semester-long activity is designed to provide health communication students with an introduction to delivering community-specific communication interventions. First, principles of health communication are identified and taught to students. Second, students facilitate a community-based health communication intervention.
{"title":"Theory in praxis: Using the modified version of the Social Network Strategy (mSNS) as a pedagogical tool for understanding","authors":"J. Briscoe, Crystal D. Daugherty","doi":"10.1080/17404622.2022.2035420","DOIUrl":"https://doi.org/10.1080/17404622.2022.2035420","url":null,"abstract":"A fundamental challenge for all instructors in higher education is demonstrating the relevance of the material for our students. With the implementation of new technologies, and facing ever-increasing challenges, instructors need to adapt their approach, especially in the teaching of theory. This presentation provides one such approach. Instead of simply “lecturing” on a theory or having a simple exercise, instructors center their curriculum on a semester-long activity requiring students to put the modified version of the Social Network Strategy (mSNS) theory into praxis. As a result, students not only see the value in the activity itself but are able to recognize the theory’s relevance and application in their lives as they commit to using the theory beyond the scope of the classroom. Course Health Communication. Objectives This semester-long activity is designed to provide health communication students with an introduction to delivering community-specific communication interventions. First, principles of health communication are identified and taught to students. Second, students facilitate a community-based health communication intervention.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"281 - 288"},"PeriodicalIF":0.4,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1080/17404622.2021.2024866
Shannon Kuehmichel
This original teaching idea uses an adaption of the STEM activity the Paper Tower Challenge to have students examine task and maintenance roles as well as non-functioning behaviors in small groups. While problem solving as a small group, students navigate conflict and frustration, assume various small-group roles, and then reflect on their own and their group members’ performance. The activity includes the challenge, a set of reflection questions, a discussion procedure, and adaptations for virtual students and for diverse classrooms. Courses Introduction to Public Speaking, Small Group Communication, and Oral and Interpersonal Communication. Objectives Affective: Students will persevere through frustration and conflict in small-group team-building challenges. Behavioral: Students will perform various task roles, maintenance roles, and non-functional behaviors (see Appendix for descriptions) that affect the outcome of group work. Students will collaborate to solve a problem. Cognitive: Students will increase their knowledge by identifying and applying group roles and behaviors. Students will assess their own performance with a series of reflection questions.
{"title":"Examining small-group roles through team-building challenges","authors":"Shannon Kuehmichel","doi":"10.1080/17404622.2021.2024866","DOIUrl":"https://doi.org/10.1080/17404622.2021.2024866","url":null,"abstract":"This original teaching idea uses an adaption of the STEM activity the Paper Tower Challenge to have students examine task and maintenance roles as well as non-functioning behaviors in small groups. While problem solving as a small group, students navigate conflict and frustration, assume various small-group roles, and then reflect on their own and their group members’ performance. The activity includes the challenge, a set of reflection questions, a discussion procedure, and adaptations for virtual students and for diverse classrooms. Courses Introduction to Public Speaking, Small Group Communication, and Oral and Interpersonal Communication. Objectives Affective: Students will persevere through frustration and conflict in small-group team-building challenges. Behavioral: Students will perform various task roles, maintenance roles, and non-functional behaviors (see Appendix for descriptions) that affect the outcome of group work. Students will collaborate to solve a problem. Cognitive: Students will increase their knowledge by identifying and applying group roles and behaviors. Students will assess their own performance with a series of reflection questions.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"275 - 280"},"PeriodicalIF":0.4,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45426031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-19DOI: 10.1080/17404622.2021.2024865
Victoria A. Ledford, M. Salzano
The Instagram Activism Slideshow helps undergraduate students bridge theory and practice by connecting the media arguments they see in their daily lives to the principles of policy argument they learn in argumentation courses. Students use a relevant argumentation theory or concept to argue for a public policy in a concise and palatable Instagram “slideshow” format. The Instagram Activism Slideshow engages students with a highly relevant media context, equips students with a meaningful product for their professional portfolios, and teaches students how to leverage argumentation for advocacy. Courses This assignment is suitable to relevant upper-division undergraduate communication courses related to argumentation, social and digital media messaging, civic participation, social justice, and public policy. Relevant courses might include argumentation and debate, argumentation and advocacy, argumentation and public policy, and social media campaigns. Objectives The purpose of this assignment is to assist students in: (1) understanding how stock issues arguments apply to public policy rhetoric; (2) effectively planning, creating, and presenting multimedia arguments; and (3) analyzing and evaluating public policy arguments.
{"title":"The Instagram Activism Slideshow: Translating policy argumentation skills to digital civic participation","authors":"Victoria A. Ledford, M. Salzano","doi":"10.1080/17404622.2021.2024865","DOIUrl":"https://doi.org/10.1080/17404622.2021.2024865","url":null,"abstract":"The Instagram Activism Slideshow helps undergraduate students bridge theory and practice by connecting the media arguments they see in their daily lives to the principles of policy argument they learn in argumentation courses. Students use a relevant argumentation theory or concept to argue for a public policy in a concise and palatable Instagram “slideshow” format. The Instagram Activism Slideshow engages students with a highly relevant media context, equips students with a meaningful product for their professional portfolios, and teaches students how to leverage argumentation for advocacy. Courses This assignment is suitable to relevant upper-division undergraduate communication courses related to argumentation, social and digital media messaging, civic participation, social justice, and public policy. Relevant courses might include argumentation and debate, argumentation and advocacy, argumentation and public policy, and social media campaigns. Objectives The purpose of this assignment is to assist students in: (1) understanding how stock issues arguments apply to public policy rhetoric; (2) effectively planning, creating, and presenting multimedia arguments; and (3) analyzing and evaluating public policy arguments.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":" 23","pages":"258 - 263"},"PeriodicalIF":0.4,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41254036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.1080/17404622.2021.2006253
M. Lucas, L. Anderson, Katlin Gray
ABSTRACT Incorporating civic engagement in the undergraduate curriculum has become a goal in higher education generally and the communication discipline specifically. Given this emerging priority, we offer a framework that integrates civic engagement in the communication classroom and meets students and instructors needs, experience, and goals. Drawing on a case study of a large multi-section course, we detail three levels of civic engagement integration: micro, meso, and macro. This multileveled approach to civic engagement provides varied opportunities for students and instructors alike to learn how communication concepts can be applied in order to address social issues and advocate for change.
{"title":"Micro, meso, and macro: A multilevel approach to civic engagement in the communication classroom","authors":"M. Lucas, L. Anderson, Katlin Gray","doi":"10.1080/17404622.2021.2006253","DOIUrl":"https://doi.org/10.1080/17404622.2021.2006253","url":null,"abstract":"ABSTRACT Incorporating civic engagement in the undergraduate curriculum has become a goal in higher education generally and the communication discipline specifically. Given this emerging priority, we offer a framework that integrates civic engagement in the communication classroom and meets students and instructors needs, experience, and goals. Drawing on a case study of a large multi-section course, we detail three levels of civic engagement integration: micro, meso, and macro. This multileveled approach to civic engagement provides varied opportunities for students and instructors alike to learn how communication concepts can be applied in order to address social issues and advocate for change.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"330 - 344"},"PeriodicalIF":0.4,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43678829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-03DOI: 10.1080/17404622.2021.2006254
Mary Katie Tigert, Joshua H. Miller
This activity is designed to help students recognize ableist assumptions in rhetoric and how we evaluate what constitutes a “good” speaker and their ethos. It will highlight how ableism is embedded in social norms, using classroom public-speaking rubrics to do so. Students learn how to identify these ableist assumptions better and develop a more nuanced understanding of how speakers develop ethos. Courses Public Speaking, Interpersonal Communication, Small-Group Communication, Interviewing, Nonverbal Communication, Rhetorical Criticism. Objectives By the end of this activity, students will be able to: (1) define key terms, including ableism, social model of disability, and ethos; (2) explain how ableist assumptions inform how we evaluate rhetoric and public speaking; and (3) demonstrate how ethos is based on social norms that are embedded in ableist assumptions.
{"title":"Ableism in the classroom: Teaching accessibility and ethos by analyzing rubrics","authors":"Mary Katie Tigert, Joshua H. Miller","doi":"10.1080/17404622.2021.2006254","DOIUrl":"https://doi.org/10.1080/17404622.2021.2006254","url":null,"abstract":"This activity is designed to help students recognize ableist assumptions in rhetoric and how we evaluate what constitutes a “good” speaker and their ethos. It will highlight how ableism is embedded in social norms, using classroom public-speaking rubrics to do so. Students learn how to identify these ableist assumptions better and develop a more nuanced understanding of how speakers develop ethos. \u0000 Courses\u0000 Public Speaking, Interpersonal Communication, Small-Group Communication, Interviewing, Nonverbal Communication, Rhetorical Criticism. \u0000 Objectives\u0000 By the end of this activity, students will be able to: (1) define key terms, including ableism, social model of disability, and ethos; (2) explain how ableist assumptions inform how we evaluate rhetoric and public speaking; and (3) demonstrate how ethos is based on social norms that are embedded in ableist assumptions.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"264 - 268"},"PeriodicalIF":0.4,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45123218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.1080/17404622.2021.2007276
Talia Kibsey
Online activism is a space of opportunity for students to encounter social justice issues, explore the possibilities of visual rhetoric, practice persuasive speaking skills, and actively contribute to the momentum of social movements. At the same time, digital activism raises concerns about slacktivism, limiting the necessary on-the-ground mobilization that turns the momentum of these movements into structural change. Protest to Podium meets this concern by merging digital activism, photojournalism, and public speaking, transforming the classroom into a space to engage with current social justice issues through the practice of persuasive speech. After being assigned a buzzworthy protest sign that has been photographed and posted on social media, students work to expound the argument alluded to on the sign and then role-play as constituents at a mock city hall hearing, presenting a persuasive speech to advance their cause. This experience encourages students to understand themselves as active members in the democratic process—virtually and materially—while appreciating evolving modes of activism and rhetoric. Courses Public Speaking, Visual Rhetoric, Social Movements, Advocacy, Argumentation. Objectives This activity will enable student to: (1) enact critical citizenship by interrogating issues of power and oppression from diverse perspectives; (2) demonstrate good research practices and informed media engagement; (3) construct and defend a sound argument using logic, reasoning, and persuasive argumentation strategies; and (4) assess the impact of rhetorical strategies in digital and visual communication for advocacy.
{"title":"Protest to Podium: Teaching argumentation to advance advocacy from social media to city hall","authors":"Talia Kibsey","doi":"10.1080/17404622.2021.2007276","DOIUrl":"https://doi.org/10.1080/17404622.2021.2007276","url":null,"abstract":"Online activism is a space of opportunity for students to encounter social justice issues, explore the possibilities of visual rhetoric, practice persuasive speaking skills, and actively contribute to the momentum of social movements. At the same time, digital activism raises concerns about slacktivism, limiting the necessary on-the-ground mobilization that turns the momentum of these movements into structural change. Protest to Podium meets this concern by merging digital activism, photojournalism, and public speaking, transforming the classroom into a space to engage with current social justice issues through the practice of persuasive speech. After being assigned a buzzworthy protest sign that has been photographed and posted on social media, students work to expound the argument alluded to on the sign and then role-play as constituents at a mock city hall hearing, presenting a persuasive speech to advance their cause. This experience encourages students to understand themselves as active members in the democratic process—virtually and materially—while appreciating evolving modes of activism and rhetoric. Courses Public Speaking, Visual Rhetoric, Social Movements, Advocacy, Argumentation. Objectives This activity will enable student to: (1) enact critical citizenship by interrogating issues of power and oppression from diverse perspectives; (2) demonstrate good research practices and informed media engagement; (3) construct and defend a sound argument using logic, reasoning, and persuasive argumentation strategies; and (4) assess the impact of rhetorical strategies in digital and visual communication for advocacy.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"307 - 313"},"PeriodicalIF":0.4,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-28DOI: 10.1080/17404622.2021.2003414
T. Wagner
LaPiere’s pioneering study explored the tenuous connection between attitudes and behaviors in the context of racism. This activity provides a replication proposal framework that is useful for applying critical thinking skills, including new forms of measurement. Students read the study and provide written responses to several discussion prompts and then engage in class discussions. Questions include how racism is communicated, methodological problems, and a better way to measure the communication of racism and corresponding attitudes accurately. Courses Communication Research, Communication Theory, Introduction to Communication, Rhetorical Criticism, Persuasion. Objectives This activity helps students learn how to: (1) evaluate the internal and external validity of LaPiere’s research, (2) analyze the relationship between racist attitudes and behaviors, and (3) create a research design that accounts for the threats to validity in LaPiere’s study in today’s context. These objectives are measurable by evaluating (1) the number of threats to validity students identified and analyzing the articulation of these threats, (2) the elaboration and development of attitude explanations, and (3) the extent to which the research design addresses the threats from LaPiere’s study while exploring how racism manifests today both attitudinally and behaviorally. For classes not focused on research methods, the analysis can be on the relationship between attitudes and behaviors.
{"title":"Racist attitudes versus actions: A replication proposal activity of LaPiere’s 1934 research to understand the communication of racism","authors":"T. Wagner","doi":"10.1080/17404622.2021.2003414","DOIUrl":"https://doi.org/10.1080/17404622.2021.2003414","url":null,"abstract":"LaPiere’s pioneering study explored the tenuous connection between attitudes and behaviors in the context of racism. This activity provides a replication proposal framework that is useful for applying critical thinking skills, including new forms of measurement. Students read the study and provide written responses to several discussion prompts and then engage in class discussions. Questions include how racism is communicated, methodological problems, and a better way to measure the communication of racism and corresponding attitudes accurately. Courses Communication Research, Communication Theory, Introduction to Communication, Rhetorical Criticism, Persuasion. Objectives This activity helps students learn how to: (1) evaluate the internal and external validity of LaPiere’s research, (2) analyze the relationship between racist attitudes and behaviors, and (3) create a research design that accounts for the threats to validity in LaPiere’s study in today’s context. These objectives are measurable by evaluating (1) the number of threats to validity students identified and analyzing the articulation of these threats, (2) the elaboration and development of attitude explanations, and (3) the extent to which the research design addresses the threats from LaPiere’s study while exploring how racism manifests today both attitudinally and behaviorally. For classes not focused on research methods, the analysis can be on the relationship between attitudes and behaviors.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"289 - 295"},"PeriodicalIF":0.4,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44973156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-16DOI: 10.1080/17404622.2021.2001551
Elena Pelzer, Benjamin O. Turner
ABSTRACT With the increase in demand for online learning, machine teachers are becoming an important technology in higher education, since they are expected to improve teaching effectiveness and student learning outcomes. However, machine teachers require an aptitude for technology and are associated with high initial costs. Thus, here, we use a more basal form of a machine teacher that, among other goals, aims to enhance interaction but does not require advanced technological competency on the part of students or instructors to use. In a survey study from two universities in Indonesia, we assess how the machine teacher Wiley Daila affects the teaching and learning environment. The findings indicate that among users of Daila, Daila is perceived as useful and increases perceived teaching effectiveness and student learning outcomes. This study therefore suggests the potential of even basal machine teachers to assist in enhancing student learning.
{"title":"Interactions with a machine teacher: Effects of Wiley’s Daila on student learning outcomes and teaching effectiveness","authors":"Elena Pelzer, Benjamin O. Turner","doi":"10.1080/17404622.2021.2001551","DOIUrl":"https://doi.org/10.1080/17404622.2021.2001551","url":null,"abstract":"ABSTRACT\u0000 With the increase in demand for online learning, machine teachers are becoming an important technology in higher education, since they are expected to improve teaching effectiveness and student learning outcomes. However, machine teachers require an aptitude for technology and are associated with high initial costs. Thus, here, we use a more basal form of a machine teacher that, among other goals, aims to enhance interaction but does not require advanced technological competency on the part of students or instructors to use. In a survey study from two universities in Indonesia, we assess how the machine teacher Wiley Daila affects the teaching and learning environment. The findings indicate that among users of Daila, Daila is perceived as useful and increases perceived teaching effectiveness and student learning outcomes. This study therefore suggests the potential of even basal machine teachers to assist in enhancing student learning.","PeriodicalId":44418,"journal":{"name":"Communication Teacher","volume":"36 1","pages":"314 - 329"},"PeriodicalIF":0.4,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46526396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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