Pub Date : 2022-05-27DOI: 10.1080/03634523.2022.2078497
Sarah M. Parsloe, Elizabeth M. Smith
ABSTRACT COVID-19 disrupted traditional face-to-face classroom environments, creating new opportunities for exclusion/inclusion and (in)accessibility. The purpose of this study was to understand students with disabilities’ experiences of (mis)fitting (Garland-Thomson, R. (2014). The story of my work: How I became disabled. Disability Studies Quarterly, 34(2), 1–18. https://dsq-sds.org/article/view/4254/3594 https://doi.org/10.18061/dsq.v34i2.4254) in the classroom both before and during the COVID-19 pandemic. Interviews with 16 students revealed how the transition to online learning produced differences in students’ embodied experiences of disability and sense of agency in the classroom. Applying cultural contracts theory (Jackson, R. L. (2002). Cultural contracts theory: Toward an understanding of identity negotiation. Communication Quarterly, 50(3-4), 359–367. https://doi.org/10.1080/01463370209385672) and the lens of critical communication pedagogy (Fassett, D. L., & Morella, D. L. (2008). Remaking (the) discipline: Marking the performative accomplishment of (dis)ability. Text and Performance Quarterly, 28(1-2), 139–156. https://doi.org/10.1080/10462930701754390), we explore how the uncertainty of pandemic life inspired some professors to loosen rigid expectations of what “ideal” student participation looks like, exchanging ready-made contracts for quasicomplete and cocreated contracts. In addition, we consider how an uncritical return to “normal” might reassert ableist policies and practices.
COVID-19打破了传统的面对面课堂环境，为排斥/包容和无障碍创造了新的机会。本研究的目的是了解残疾学生的(不)拟合经历(Garland-Thomson, R.(2014))。我工作的故事:我是如何成为残疾人的。残疾研究，34(2)，1-18。https://dsq-sds.org/article/view/4254/3594 https://doi.org/10.18061/dsq.v34i2.4254)在COVID-19大流行之前和期间的课堂上。对16名学生的采访揭示了向在线学习的过渡如何在学生的残疾具体化体验和课堂代理感方面产生差异。运用文化契约理论(Jackson, r.l.(2002))。文化契约理论:走向对身份协商的理解。通讯学报，50(3-4)，359-367。https://doi.org/10.1080/01463370209385672)和批判性传播教育学的视角(Fassett, D. L， & Morella, D. L.(2008)。重塑(学科):标志(能力)的表现成就。文本与性能季刊，28(1-2)，139-156。https://doi.org/10.1080/10462930701754390)，我们探讨了流行病生活的不确定性如何启发一些教授放松对“理想”学生参与的刻板期望，将现成的合同交换为准完整和共同创造的合同。此外，我们还考虑了不加批判地回归“正常”可能会如何重申环保主义政策和做法。
{"title":"COVID as a catalyst: shifting experiences of disability and (mis)fitting in the college classroom","authors":"Sarah M. Parsloe, Elizabeth M. Smith","doi":"10.1080/03634523.2022.2078497","DOIUrl":"https://doi.org/10.1080/03634523.2022.2078497","url":null,"abstract":"ABSTRACT COVID-19 disrupted traditional face-to-face classroom environments, creating new opportunities for exclusion/inclusion and (in)accessibility. The purpose of this study was to understand students with disabilities’ experiences of (mis)fitting (Garland-Thomson, R. (2014). The story of my work: How I became disabled. Disability Studies Quarterly, 34(2), 1–18. https://dsq-sds.org/article/view/4254/3594 https://doi.org/10.18061/dsq.v34i2.4254) in the classroom both before and during the COVID-19 pandemic. Interviews with 16 students revealed how the transition to online learning produced differences in students’ embodied experiences of disability and sense of agency in the classroom. Applying cultural contracts theory (Jackson, R. L. (2002). Cultural contracts theory: Toward an understanding of identity negotiation. Communication Quarterly, 50(3-4), 359–367. https://doi.org/10.1080/01463370209385672) and the lens of critical communication pedagogy (Fassett, D. L., & Morella, D. L. (2008). Remaking (the) discipline: Marking the performative accomplishment of (dis)ability. Text and Performance Quarterly, 28(1-2), 139–156. https://doi.org/10.1080/10462930701754390), we explore how the uncertainty of pandemic life inspired some professors to loosen rigid expectations of what “ideal” student participation looks like, exchanging ready-made contracts for quasicomplete and cocreated contracts. In addition, we consider how an uncritical return to “normal” might reassert ableist policies and practices.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46144499","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 : 2022-05-06DOI: 10.1080/03634523.2022.2070770
Alan K. Goodboy, San Bolkan, Matt Shin, Rebekah M. Chiasson
ABSTRACT Guided by an affective theoretical process, we surveyed college students (N = 397) to examine the effect of college instructors’ lecture misbehaviors on students’ emotional interest directly, and indirectly through affect toward the course content, among students who varied in their desire to master the course material (i.e., first- and second-stage moderated mediation by students’ mastery goal orientation). Results of a conditional process analysis revealed that students’ mastery goal orientation emerged as a moderator of the negative direct and indirect effect of lecture misbehaviors on students’ emotional interest. Students’ emotional interest declined directly as a consequence of lecture misbehaviors, and indirectly through a loss of student affect for the content, but these effects were stronger for students with higher mastery needs. The indirect effect of lecture misbehaviors on emotional interest through reduced affect for the course content was a nonlinear function of students’ mastery goal orientation. Probing of nonlinear moderated mediation revealed that students with increasing mastery goals became susceptible to an accelerating and (more) negative affective process.
{"title":"Affective and interest consequences of lecture misbehaviors for students with mastery goals","authors":"Alan K. Goodboy, San Bolkan, Matt Shin, Rebekah M. Chiasson","doi":"10.1080/03634523.2022.2070770","DOIUrl":"https://doi.org/10.1080/03634523.2022.2070770","url":null,"abstract":"ABSTRACT\u0000 Guided by an affective theoretical process, we surveyed college students (N = 397) to examine the effect of college instructors’ lecture misbehaviors on students’ emotional interest directly, and indirectly through affect toward the course content, among students who varied in their desire to master the course material (i.e., first- and second-stage moderated mediation by students’ mastery goal orientation). Results of a conditional process analysis revealed that students’ mastery goal orientation emerged as a moderator of the negative direct and indirect effect of lecture misbehaviors on students’ emotional interest. Students’ emotional interest declined directly as a consequence of lecture misbehaviors, and indirectly through a loss of student affect for the content, but these effects were stronger for students with higher mastery needs. The indirect effect of lecture misbehaviors on emotional interest through reduced affect for the course content was a nonlinear function of students’ mastery goal orientation. Probing of nonlinear moderated mediation revealed that students with increasing mastery goals became susceptible to an accelerating and (more) negative affective process.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41930999","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 : 2022-05-06DOI: 10.1080/03634523.2022.2070771
San Bolkan, Alan K. Goodboy, Matt Shin, Rebekah M. Chiasson
ABSTRACT This study was conducted to model how teacher misbehaviors associate with reductions in students’ sustained attention. Participants (N = 423 college students) responded to measures of their perceptions of teacher antagonism, affect for their instructor, intrinsic motivation to learn, and sustained attention throughout the semester. Results of a path analysis indicated that teacher antagonism did not impact students’ sustained attention directly or indirectly through their affect for the instructor or intrinsic motivation (individually, as simple indirect effects). Rather, results from a serial multiple mediator model demonstrated that the effect of teacher antagonism on students’ sustained attention occurred through a reduction in affect for their instructor and, in turn, a reduction in intrinsic motivation to learn. Results are discussed with regard to the potential impact on student learning and best practices in the classroom.
{"title":"Teacher antagonism: reducing students’ sustained attention through decreased affect toward instructors and diminished motivation to learn","authors":"San Bolkan, Alan K. Goodboy, Matt Shin, Rebekah M. Chiasson","doi":"10.1080/03634523.2022.2070771","DOIUrl":"https://doi.org/10.1080/03634523.2022.2070771","url":null,"abstract":"ABSTRACT This study was conducted to model how teacher misbehaviors associate with reductions in students’ sustained attention. Participants (N = 423 college students) responded to measures of their perceptions of teacher antagonism, affect for their instructor, intrinsic motivation to learn, and sustained attention throughout the semester. Results of a path analysis indicated that teacher antagonism did not impact students’ sustained attention directly or indirectly through their affect for the instructor or intrinsic motivation (individually, as simple indirect effects). Rather, results from a serial multiple mediator model demonstrated that the effect of teacher antagonism on students’ sustained attention occurred through a reduction in affect for their instructor and, in turn, a reduction in intrinsic motivation to learn. Results are discussed with regard to the potential impact on student learning and best practices in the classroom.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42409077","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 : 2022-05-06DOI: 10.1080/03634523.2022.2070921
Lore/tta LeMaster, Meggie Mapes, B. Liahnna Stanley, Angela Labador, Ana Isabel Terminel Iberri, Meg Stephenson, Tyler S. Rife
ABSTRACT This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41(1), 1–25. https://doi.org/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organizing everyday life, especially of the dispossessed and particularly of the Global South (Shome, 2020). Indeed, we argue that the only viable pedagogical route that responds to the precariousness of life in the twenty-first century must be emancipatory rather than reformist. To make our point, we offer a metareview of over a century of literature published in the Quarterly Journal of Speech (1915–1952) and Communication Education (formerly The Speech Teacher; 1952–2021) to reveal the same Western liberal philosophies of education undergirding communication pedagogies generally. In this regard, our agenda-setting essay calls for a paradigmatic shift against the grain and toward emancipatory futurities. Content warning: This essay cites anti-Indigenous, anti-Black, and xenophobic discourse; take good care of yourself as you move through these pages interrogating our disciplinary complicities.
{"title":"Against the grain","authors":"Lore/tta LeMaster, Meggie Mapes, B. Liahnna Stanley, Angela Labador, Ana Isabel Terminel Iberri, Meg Stephenson, Tyler S. Rife","doi":"10.1080/03634523.2022.2070921","DOIUrl":"https://doi.org/10.1080/03634523.2022.2070921","url":null,"abstract":"ABSTRACT This agenda-setting theory essay offers a collaborative response to Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41(1), 1–25. https://doi.org/10.1080/03634529209378867 early theorizing on critical approaches to communication pedagogy, developing it to account not only for critical developments since but also to the political precarity increasingly organizing everyday life, especially of the dispossessed and particularly of the Global South (Shome, 2020). Indeed, we argue that the only viable pedagogical route that responds to the precariousness of life in the twenty-first century must be emancipatory rather than reformist. To make our point, we offer a metareview of over a century of literature published in the Quarterly Journal of Speech (1915–1952) and Communication Education (formerly The Speech Teacher; 1952–2021) to reveal the same Western liberal philosophies of education undergirding communication pedagogies generally. In this regard, our agenda-setting essay calls for a paradigmatic shift against the grain and toward emancipatory futurities. Content warning: This essay cites anti-Indigenous, anti-Black, and xenophobic discourse; take good care of yourself as you move through these pages interrogating our disciplinary complicities.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45726919","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 : 2022-03-14DOI: 10.1080/03634523.2021.2022730
Renee Kaufmann, Jessalyn I. Vallade
Online learning is not going away, in fact, it is growing exponentially. While some students and educators may have been forced into the online instructional realm under less-than-ideal circumstances due to COVID-19, the authors agree with Schwartzman (2020), who noted there is a benefit from this experience--shifting perspectives from a deficit-based view of online learning (i.e., it is categorically inferior to face-toface [FtF] instruction) to one in which educators leverage technology to make higher education more accessible and holistic, while preserving the potential for meaningful connection. In this article, the authors discuss how they believe educators can enhance students' learning experiences and encourage engagement in ways that can be successful and fulfilling for everyone involved.
{"title":"Maximizing the student experience: moving forward with online learning","authors":"Renee Kaufmann, Jessalyn I. Vallade","doi":"10.1080/03634523.2021.2022730","DOIUrl":"https://doi.org/10.1080/03634523.2021.2022730","url":null,"abstract":"Online learning is not going away, in fact, it is growing exponentially. While some students and educators may have been forced into the online instructional realm under less-than-ideal circumstances due to COVID-19, the authors agree with Schwartzman (2020), who noted there is a benefit from this experience--shifting perspectives from a deficit-based view of online learning (i.e., it is categorically inferior to face-toface [FtF] instruction) to one in which educators leverage technology to make higher education more accessible and holistic, while preserving the potential for meaningful connection. In this article, the authors discuss how they believe educators can enhance students' learning experiences and encourage engagement in ways that can be successful and fulfilling for everyone involved.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48544474","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 : 2022-03-14DOI: 10.1080/03634523.2021.2022733
Deanna D. Sellnow, Michael Strawser, A. Miller
Throughout the 2020–2021 academic year, college instructors struggled with how to accommodate the extenuating circumstances confronting students during the pandemic while, at the same time, maintaining course integrity. Instructors made decisions about accepting late assignments, extending deadlines, and relaxing attendance guidelines for students who became ill, served as caregivers, or lost jobs; as well as those whose work hours suddenly increased as essential workers. The number of students reporting anxiety, depression, or suicidal ideation—already at record high levels in comparison with previous generations—skyrocketed (Son et al., 2020). Instructors were acutely aware that students were struggling, yet also wrestled with soaring instances of academic dishonesty and waning levels of student engagement. Many openly wondered whether learning outcome achievement was even comparable with pre-pandemic norms (Donnelly et al., 2020). In response, we propose that learning efficacy in online environments—as exposed during the 2020 pandemic—may be achieved best by approaching our pedagogy within an ethic of care (Gilligan, 1982). Gilligan (1982) conceptualized the ethic of care (EoC) cogently in her book, In a Different Voice. She and others argue that moral action and ethical responses be tailored to individuals based on the unique challenges imposed on them by their unique lived experiences. As such, Gilligan’s EoC represents a radical departure from Kohlberg’s (1969) unified theory of moral psychology, which focuses on the extent to which a given practice promotes justice or fairness. Justice/fairness and caring were separate foundations for ethics (Haidt & Graham, 2007). The challenges teachers faced in balancing course integrity and caring during the pandemic is not new, but its salience intensified as we navigated what many now fondly refer to as “pandemic pedagogy.” We argue that instructional communication pedagogy can be transformed in ways that maintain course integrity while enacting what we call a compassionate care pedagogy through “deep teaching.” Deep teaching considers each student holistically, thereby engendering a love of learning that transcends merely accomplishing assignments and earning grades (Miller, 1999). Deep teaching sets high expectations and guides each student to overcome potential obstacles arising from their lived experiences. As such, deep teaching is a manifestation of a compassionate care pedagogy grounded in an EoC (Gilligan, 1982). As teachers acknowledge these obstacles through a
在整个2020-2021学年，大学教师都在努力适应学生在疫情期间面临的可减轻的情况，同时保持课程的完整性。对于生病、照顾他人或失业的学生，教师可以决定接受迟交的作业、延长截止日期，以及放宽出勤要求;以及那些工作时间突然增加的关键工人。与前几代人相比，报告焦虑、抑郁或自杀念头的学生人数已经达到了创纪录的高水平，这一数字直线上升(Son et al.， 2020)。教师们敏锐地意识到学生们在努力，但同时也在努力应对学术不诚实行为激增和学生参与度下降的问题。许多人公开怀疑，学习成果的成就是否与大流行前的标准相当(Donnelly et al.， 2020)。作为回应，我们建议，在2020年大流行期间暴露的在线环境中，通过在关怀伦理中接近我们的教学方法，可以最好地实现学习效率(Gilligan, 1982)。Gilligan(1982)在她的书《in a Different Voice》中将关怀伦理(EoC)概念化得很有说服力。她和其他人认为，道德行为和伦理反应是根据个人独特的生活经历强加给他们的独特挑战而量身定制的。因此，吉利根的EoC代表了对Kohlberg(1969)道德心理学统一理论的彻底背离，该理论关注的是特定实践在多大程度上促进了正义或公平。正义/公平和关怀是伦理学的独立基础(Haidt & Graham, 2007)。在大流行期间，教师在平衡课程完整性和关怀方面面临的挑战并不新鲜，但随着我们采用许多人现在亲切地称之为“大流行教学法”的方法，这种挑战变得更加突出。我们认为，教学交流教学法可以在保持课程完整性的同时，通过“深度教学”实现我们所谓的“慈悲关怀教学法”。深度教学从整体上考虑每个学生，从而产生对学习的热爱，而不仅仅是完成作业和获得成绩(Miller, 1999)。深度教学设定了很高的期望，引导每个学生克服他们生活经历中产生的潜在障碍。因此，深度教学是基于EoC的慈悲关怀教学法的一种表现(Gilligan, 1982)。当教师承认这些障碍，通过一个
{"title":"Navigating the course integrity/compassionate care dialectic in online teaching and learning","authors":"Deanna D. Sellnow, Michael Strawser, A. Miller","doi":"10.1080/03634523.2021.2022733","DOIUrl":"https://doi.org/10.1080/03634523.2021.2022733","url":null,"abstract":"Throughout the 2020–2021 academic year, college instructors struggled with how to accommodate the extenuating circumstances confronting students during the pandemic while, at the same time, maintaining course integrity. Instructors made decisions about accepting late assignments, extending deadlines, and relaxing attendance guidelines for students who became ill, served as caregivers, or lost jobs; as well as those whose work hours suddenly increased as essential workers. The number of students reporting anxiety, depression, or suicidal ideation—already at record high levels in comparison with previous generations—skyrocketed (Son et al., 2020). Instructors were acutely aware that students were struggling, yet also wrestled with soaring instances of academic dishonesty and waning levels of student engagement. Many openly wondered whether learning outcome achievement was even comparable with pre-pandemic norms (Donnelly et al., 2020). In response, we propose that learning efficacy in online environments—as exposed during the 2020 pandemic—may be achieved best by approaching our pedagogy within an ethic of care (Gilligan, 1982). Gilligan (1982) conceptualized the ethic of care (EoC) cogently in her book, In a Different Voice. She and others argue that moral action and ethical responses be tailored to individuals based on the unique challenges imposed on them by their unique lived experiences. As such, Gilligan’s EoC represents a radical departure from Kohlberg’s (1969) unified theory of moral psychology, which focuses on the extent to which a given practice promotes justice or fairness. Justice/fairness and caring were separate foundations for ethics (Haidt & Graham, 2007). The challenges teachers faced in balancing course integrity and caring during the pandemic is not new, but its salience intensified as we navigated what many now fondly refer to as “pandemic pedagogy.” We argue that instructional communication pedagogy can be transformed in ways that maintain course integrity while enacting what we call a compassionate care pedagogy through “deep teaching.” Deep teaching considers each student holistically, thereby engendering a love of learning that transcends merely accomplishing assignments and earning grades (Miller, 1999). Deep teaching sets high expectations and guides each student to overcome potential obstacles arising from their lived experiences. As such, deep teaching is a manifestation of a compassionate care pedagogy grounded in an EoC (Gilligan, 1982). As teachers acknowledge these obstacles through a","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44061101","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 : 2022-03-14DOI: 10.1080/03634523.2021.2022732
S. Brammer, Narissra Maria Punyanunt-Carter
Due to the increase in online learning over the years, it is particularly important to understand how students can learn effectively in the digital space (Morrealeet al., 2021). The need for more online pedagogy research was made especially clear by the urgent shift to online learning during the novel coronavirus (COVID-19) pandemic in early 2020, which left teachers at all levels of education grappling with how to move their classrooms online while continuing to encourage learning (Lang, 2021). Lowes and Lin (2015) discovered that students often desire better self-regulation skills in online learning environments and perceive that such skills may be instrumental in their success. Self-regulation in an online course includes the ability to be interested, organized, responsible, engaged, and punctual (Roblyer & Marshall, 2002). It is evident that self-regulation is important in online environments due to the distance between the instructor and the other students in the class, so instructors must help students recognize their "locus of control" (LOC) and how it affects their learning behaviors (Lowes & Lin, 2015). This article evaluates how the online learning environment may present unique challenges to other elements of self-regulation such as organization (e.g., the first encounter with a paperless course), or advantages for those that struggle with punctuality in a face-to-face scenario (e.g., no commute) (Arias et al., 2018, Roblyer & Marshall, 2002). These discrepancies must be explored further to discern ways in which instructional communicators can help students adjust to online courses.
{"title":"Getting the attention of online learners","authors":"S. Brammer, Narissra Maria Punyanunt-Carter","doi":"10.1080/03634523.2021.2022732","DOIUrl":"https://doi.org/10.1080/03634523.2021.2022732","url":null,"abstract":"Due to the increase in online learning over the years, it is particularly important to understand how students can learn effectively in the digital space (Morrealeet al., 2021). The need for more online pedagogy research was made especially clear by the urgent shift to online learning during the novel coronavirus (COVID-19) pandemic in early 2020, which left teachers at all levels of education grappling with how to move their classrooms online while continuing to encourage learning (Lang, 2021). Lowes and Lin (2015) discovered that students often desire better self-regulation skills in online learning environments and perceive that such skills may be instrumental in their success. Self-regulation in an online course includes the ability to be interested, organized, responsible, engaged, and punctual (Roblyer & Marshall, 2002). It is evident that self-regulation is important in online environments due to the distance between the instructor and the other students in the class, so instructors must help students recognize their \"locus of control\" (LOC) and how it affects their learning behaviors (Lowes & Lin, 2015). This article evaluates how the online learning environment may present unique challenges to other elements of self-regulation such as organization (e.g., the first encounter with a paperless course), or advantages for those that struggle with punctuality in a face-to-face scenario (e.g., no commute) (Arias et al., 2018, Roblyer & Marshall, 2002). These discrepancies must be explored further to discern ways in which instructional communicators can help students adjust to online courses.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401565","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 : 2022-03-14DOI: 10.1080/03634523.2021.2022735
Melissa A. Broeckelman-Post, Joseph P. Mazer
{"title":"Editors' introduction: Online teaching: challenge or opportunity for Communication Education scholars","authors":"Melissa A. Broeckelman-Post, Joseph P. Mazer","doi":"10.1080/03634523.2021.2022735","DOIUrl":"https://doi.org/10.1080/03634523.2021.2022735","url":null,"abstract":"","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48194813","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 : 2022-03-14DOI: 10.1080/03634523.2021.2022731
D. Fassett, Ahmet Atay
Whether online teaching is a challenge or an opportunity is the wrong question for us to ask and answer. Online teaching in myriad forms has been essential to teaching and learning--though to different degrees depending on the discipline, institution, student, and educator--for decades and will remain so. Though the authors of this article have some concerns about what it means to maximize variables and to engage in course design in an opportunistic way, they agree not only that communication scholars are well poised to lead other disciplines in defining the post-pandemic higher education landscape, but also that they have a responsibility to do so. However, to succeed, this endeavor must be fundamentally intersectional--of identities, methodologies, and paradigms--and communication scholars must re-engage their most fundamental assumptions about communication itself and the purpose of their work as teacher-scholars.
{"title":"Reconciling romanticization and vilification: constituting post-pandemic communication pedagogy","authors":"D. Fassett, Ahmet Atay","doi":"10.1080/03634523.2021.2022731","DOIUrl":"https://doi.org/10.1080/03634523.2021.2022731","url":null,"abstract":"Whether online teaching is a challenge or an opportunity is the wrong question for us to ask and answer. Online teaching in myriad forms has been essential to teaching and learning--though to different degrees depending on the discipline, institution, student, and educator--for decades and will remain so. Though the authors of this article have some concerns about what it means to maximize variables and to engage in course design in an opportunistic way, they agree not only that communication scholars are well poised to lead other disciplines in defining the post-pandemic higher education landscape, but also that they have a responsibility to do so. However, to succeed, this endeavor must be fundamentally intersectional--of identities, methodologies, and paradigms--and communication scholars must re-engage their most fundamental assumptions about communication itself and the purpose of their work as teacher-scholars.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46985872","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 : 2022-03-14DOI: 10.1080/03634523.2021.2022729
Glen Williams
As campuses scramble to transform “crisis pedagogy” into sound “online pedagogy,” we can help (Morreale et al., 2021, p. 117). We can “lead the way,” for example, by probing how to “maximize . . . communication competence variables . . . in an online teaching environment” (pp. 119, 118). Yes, we can “ease pressures on faculty,” (p. 119) but why stop there? Why not assist others with similar needs, most notably our students? They, too, need to know how to present and receive information and ideas effectively in digital spaces. Focusing on them and the instruction they need yields numerous benefits, including a greater ability to advise colleagues who teach online. By teaching a course in online presentations we can help students and instructors, alike, as well as assist efforts to reverse worrisome trends associated with the Internet.
随着校园争相将“危机教学法”转变为健全的“在线教学法”，我们可以提供帮助(Morreale et al.， 2021, p. 117)。例如，我们可以通过探索如何“最大化……”来“引领潮流”。沟通能力变量……在一个在线教学环境”(第119页，118页)。是的，我们可以“减轻教师的压力”(第119页)，但为什么就止步于此呢?为什么不帮助其他有类似需求的人，尤其是我们的学生呢?他们也需要知道如何在数字空间中有效地表达和接收信息和想法。专注于他们和他们需要的指导会带来很多好处，包括更好地为在线教学的同事提供建议。通过在线演示授课，我们可以帮助学生和教师，也有助于扭转与互联网相关的令人担忧的趋势。
{"title":"Broadening our perspective yields good outcomes, pedagogically and otherwise","authors":"Glen Williams","doi":"10.1080/03634523.2021.2022729","DOIUrl":"https://doi.org/10.1080/03634523.2021.2022729","url":null,"abstract":"As campuses scramble to transform “crisis pedagogy” into sound “online pedagogy,” we can help (Morreale et al., 2021, p. 117). We can “lead the way,” for example, by probing how to “maximize . . . communication competence variables . . . in an online teaching environment” (pp. 119, 118). Yes, we can “ease pressures on faculty,” (p. 119) but why stop there? Why not assist others with similar needs, most notably our students? They, too, need to know how to present and receive information and ideas effectively in digital spaces. Focusing on them and the instruction they need yields numerous benefits, including a greater ability to advise colleagues who teach online. By teaching a course in online presentations we can help students and instructors, alike, as well as assist efforts to reverse worrisome trends associated with the Internet.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42183426","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：