Pub Date : 2023-12-06DOI: 10.1080/03634523.2023.2281325
Sara LaBelle, Allie White, Emma R. Forman
The purpose of this study is to understand the decision-making process that graduate students engage in when deciding whether to withhold or disclose information about mental health to their academ...
本研究的目的是了解研究生在决定是否向学术界隐瞒或披露心理健康信息时的决策过程。
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Pub Date : 2023-11-09DOI: 10.1080/03634523.2023.2275772
Arielle Leonard Hodges, Sara LaBelle
ABSTRACTThis study sought to advance the growing body of research on communication and instruction outside of the college classroom by exploring the rhetorical and relational goals of religious leaders facilitating premarital education about sex (i.e., sexuality, sexual health, and intimacy). Specifically, 47 evangelical Christians who had taught premarital education content (e.g., counseling, courses, and retreats) completed open-ended surveys regarding their goals when communicating about sex and the challenges or barriers to accomplishing their goals. Follow-up interviews were conducted with 16 of the 47 participants about their experiences with the topic. A thematic analysis revealed that participants sought to counter myths and misconceptions, teach the emotional–spiritual and redirect the physical, and create a safe space. Moreover, the challenges they experienced included (couples’) discomfort, limited time and expertise, and perceived conflicting teacher–student goals. In all, their efforts to teach “God’s design” and the challenges they perceived were filtered through their Christian ideology, indicating the need to continue exploring the role of social identity in teaching–learning contexts.KEYWORDS: rhetorical and relational goalsreligionsexual educationinstructional communication Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Teaching God’s design: exploring the rhetorical and relational goals of evangelical leaders during premarital education about sex","authors":"Arielle Leonard Hodges, Sara LaBelle","doi":"10.1080/03634523.2023.2275772","DOIUrl":"https://doi.org/10.1080/03634523.2023.2275772","url":null,"abstract":"ABSTRACTThis study sought to advance the growing body of research on communication and instruction outside of the college classroom by exploring the rhetorical and relational goals of religious leaders facilitating premarital education about sex (i.e., sexuality, sexual health, and intimacy). Specifically, 47 evangelical Christians who had taught premarital education content (e.g., counseling, courses, and retreats) completed open-ended surveys regarding their goals when communicating about sex and the challenges or barriers to accomplishing their goals. Follow-up interviews were conducted with 16 of the 47 participants about their experiences with the topic. A thematic analysis revealed that participants sought to counter myths and misconceptions, teach the emotional–spiritual and redirect the physical, and create a safe space. Moreover, the challenges they experienced included (couples’) discomfort, limited time and expertise, and perceived conflicting teacher–student goals. In all, their efforts to teach “God’s design” and the challenges they perceived were filtered through their Christian ideology, indicating the need to continue exploring the role of social identity in teaching–learning contexts.KEYWORDS: rhetorical and relational goalsreligionsexual educationinstructional communication Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":" 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242482","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 : 2023-10-04DOI: 10.1080/03634523.2023.2254860
Shelly L. Robinson, Patrice M. Buzzanell
ABSTRACTEmerging adults, who are late millennials and Gen Z members, question the worth of higher education, especially in preparation for volatile labor markets, careers, and other precarities. We analyzed emerging adults’ sensemaking about this education–career–precarity mix through the constitutive lens of paradox using the applied tensional approach. We identified two main paradoxes centering around feelings of education and career security and vulnerability: (a) students’ beliefs about educational attainment as leading directly to career success (golden ticket) that coexist with understandings that there are no guarantees; and (b) feelings of isolation in the self-managed career (“it’s all up to me”) that share space with desires for social networks but as educational products established by others and consistent with student-as-consumer and neoliberal ideologies. In demystifying these paradoxes, we advocate more-than approaches that position tensions as opportunities, incorporate both career development and critical communication pedagogy, and transcend through quality control interventions.KEYWORDS: careerssensemakingparadoxescommunication educationapplied tensional approach Disclosure statementNo potential conflict of interest was reported by the author(s).
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Pub Date : 2023-09-27DOI: 10.1080/03634523.2023.2250883
Nick Serki, San Bolkan
ABSTRACTThis study tested the notion that the impact of clarity (i.e., structure) on learning is indirect and occurs, in part, through the reduction of cognitive load and subsequently through students’ motivation to process instructional information. Two hundred fifty-two students were randomly assigned to one of two text-based lessons (clear or unclear) on the topic of social cognitive theory. After being exposed to the material, participants were asked to answer a series of questions regarding the extent to which they found the lesson clear. They also answered questions about their perceived cognitive load, expectations for success on a subsequent examination, perceptions of value, perceived costs, degree of motivation to learn the material, and familiarity with the learning content. After responding to these measures, participants took a test of the material covered in the lesson. Results indicated that, compared to the unclear lesson, students exposed to the clear lesson earned higher examination scores because they experienced reduced cognitive load while learning. Additionally, results revealed an indirect association between clarity and student learning through a decrease in cognitive load and subsequently through an increase in students’ self-efficacy and motivation, and also through students’ emotional interest and motivation.KEYWORDS: cognitive loadclaritymotivationlearning Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The effect of clarity on learning: impacting motivation through cognitive load","authors":"Nick Serki, San Bolkan","doi":"10.1080/03634523.2023.2250883","DOIUrl":"https://doi.org/10.1080/03634523.2023.2250883","url":null,"abstract":"ABSTRACTThis study tested the notion that the impact of clarity (i.e., structure) on learning is indirect and occurs, in part, through the reduction of cognitive load and subsequently through students’ motivation to process instructional information. Two hundred fifty-two students were randomly assigned to one of two text-based lessons (clear or unclear) on the topic of social cognitive theory. After being exposed to the material, participants were asked to answer a series of questions regarding the extent to which they found the lesson clear. They also answered questions about their perceived cognitive load, expectations for success on a subsequent examination, perceptions of value, perceived costs, degree of motivation to learn the material, and familiarity with the learning content. After responding to these measures, participants took a test of the material covered in the lesson. Results indicated that, compared to the unclear lesson, students exposed to the clear lesson earned higher examination scores because they experienced reduced cognitive load while learning. Additionally, results revealed an indirect association between clarity and student learning through a decrease in cognitive load and subsequently through an increase in students’ self-efficacy and motivation, and also through students’ emotional interest and motivation.KEYWORDS: cognitive loadclaritymotivationlearning Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537068","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 : 2023-08-05DOI: 10.1080/03634523.2023.2234510
Jon A. Hess
Communication educators have done many things well, the cumulative impact of which has served our discipline well. However, there have also been areas where we could have done better. For this forum, I am focusing on the latter, not to dismiss what we do well, but because it offers an opportunity for our discipline. We are in a period of significant change in higher education, a situation that entails both risk and opportunity. The thinner margins and need to demonstrate appreciable return on investment for today’s college students are a challenge for the industry as a whole. But these factors can work in our field’s favor if we understand the opportunity and make the right moves. To do so, we must improve at:
{"title":"Looking outside and addressing the crucial issues","authors":"Jon A. Hess","doi":"10.1080/03634523.2023.2234510","DOIUrl":"https://doi.org/10.1080/03634523.2023.2234510","url":null,"abstract":"Communication educators have done many things well, the cumulative impact of which has served our discipline well. However, there have also been areas where we could have done better. For this forum, I am focusing on the latter, not to dismiss what we do well, but because it offers an opportunity for our discipline. We are in a period of significant change in higher education, a situation that entails both risk and opportunity. The thinner margins and need to demonstrate appreciable return on investment for today’s college students are a challenge for the industry as a whole. But these factors can work in our field’s favor if we understand the opportunity and make the right moves. To do so, we must improve at:","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"72 1","pages":"429 - 434"},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44834199","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 : 2023-08-05DOI: 10.1080/03634523.2023.2234516
Joshua E. Young, Allison D. Brenneise
The central question of the forum call is, how have we harmed ourselves? To begin, we wish to explore the discipline ’ s value and the value given to its scholars. By de fi ning our value, we are able to see what harm we have caused; by determining our value, we can restore our disciplinary health and reclaim our identity and purpose. We argue the discipline has harmed itself by forgetting who we are. It has done that by losing its understanding of communication e ff ectiveness, especially in the assessment of the foundational communication course. As assessment practices have impacted communication education (Morreale, 2020), concerns about the validity of our assessment measures leave the discipline open to further harm. Close examination of the discipline ’ s assessment measures demonstrates that construct validity continues to slip our grasp, and when this slippage is discovered, individuals and institutions will be held accountable. De fi ning, teaching, and measuring communication e ff ectiveness is a value that society expects from the discipline. To ensure the health of our discipline, we must rede fi ne what e ff ective communication is and how we can assess it within increasingly diverse contexts. The discipline was formed because it brought something unique to higher education, particularly oral communication training
{"title":"Presenting our wounds, healing the discipline: the problem of communication effectiveness","authors":"Joshua E. Young, Allison D. Brenneise","doi":"10.1080/03634523.2023.2234516","DOIUrl":"https://doi.org/10.1080/03634523.2023.2234516","url":null,"abstract":"The central question of the forum call is, how have we harmed ourselves? To begin, we wish to explore the discipline ’ s value and the value given to its scholars. By de fi ning our value, we are able to see what harm we have caused; by determining our value, we can restore our disciplinary health and reclaim our identity and purpose. We argue the discipline has harmed itself by forgetting who we are. It has done that by losing its understanding of communication e ff ectiveness, especially in the assessment of the foundational communication course. As assessment practices have impacted communication education (Morreale, 2020), concerns about the validity of our assessment measures leave the discipline open to further harm. Close examination of the discipline ’ s assessment measures demonstrates that construct validity continues to slip our grasp, and when this slippage is discovered, individuals and institutions will be held accountable. De fi ning, teaching, and measuring communication e ff ectiveness is a value that society expects from the discipline. To ensure the health of our discipline, we must rede fi ne what e ff ective communication is and how we can assess it within increasingly diverse contexts. The discipline was formed because it brought something unique to higher education, particularly oral communication training","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"72 1","pages":"423 - 428"},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45939733","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 : 2023-08-05DOI: 10.1080/03634523.2023.2234513
Deanna D. Sellnow
A pervasive mantra across the Communication discipline proclaims the critical importance of our work—whether it be research, teaching, or service—to improve the personal and professional lives of individuals and communities, as well as local and global societies. In fact, the mission statement of the National Communication Association (n.d.) declares that our field “promotes the widespread appreciation of the importance of communication in public and private life, the application of competent communication to improve the quality of human life and relationships, and the use of knowledge and communication to solve human problems.” Fundamental to achieving this mission of the Communication discipline is the capacity to teach communication (e.g., concepts, theories, skills) effectively. The entire discipline was founded on the premise that “the study and teaching of Communication [is] distinct from other disciplines [and deserves] its own institutional and intellectual legitimacy” (National Communication Association, n.d.). The subfield devoted to research and practice in communication education and instructional communication addresses this exigence. In addition to the teaching of communication, the subfield is also devoted to the research and practice of “understanding the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia” (a.k.a. instructional communication) (Taylor & Francis Online, n.d.). Thus, the work of our subfield is most definitely central to the mission, vision, and values of the discipline (e.g., Morreale et al., 2023). Three major discipline-specific journals–Communication Education, Communication Teacher, and the Journal of Communication Pedagogy—exist as outlets created intentionally for publishing an array of communication education and instructional communication research (Taylor & Francis Online, n.d.). Not only are communication education and instructional communication visionary constructs that ground the discipline historically, but they continue to be central foci in current research and practice throughout the Communication discipline (e.g., Morreale et al., 2014; Myers, 2010).
传播学科中有一个普遍的信条，即我们的工作——无论是研究、教学还是服务——对于改善个人和社区的个人和职业生活，以及当地和全球社会至关重要。事实上，国家传播协会(National Communication Association)的使命声明(n.d.)宣称，我们的领域“促进对公共和私人生活中沟通重要性的广泛认识，运用有能力的沟通来改善人类生活和人际关系的质量，以及利用知识和沟通来解决人类问题。”实现沟通学科这一使命的基础是有效教授沟通(例如，概念、理论、技能)的能力。整个学科建立在这样一个前提上:“传播学的研究和教学与其他学科[不同]，[应该]有自己的制度和知识合法性”(National Communication Association, n.d)。致力于传播学、教育和教学传播学的研究和实践的子领域解决了这一问题。除了传播学的教学外，该子领域还致力于“理解传播在学术内外不同空间、结构和互动中的教学过程中的作用”(又称教学传播)的研究和实践(Taylor & Francis Online, n.d)。因此，我们子领域的工作绝对是该学科的使命、愿景和价值观的核心(例如，Morreale等人，2023)。三种主要的学科期刊——《传播教育》、《传播教师》和《传播教育学杂志》——作为专门出版一系列传播教育和教学传播研究的渠道而存在(Taylor & Francis Online, n.d)。传播教育和教学传播不仅是该学科的历史基础，而且它们仍然是整个传播学科当前研究和实践的中心焦点(例如，Morreale等人，2014;迈尔斯,2010)。
{"title":"What’s in a name? Identity awareness and promotion as fundamental to the future of communication education and instructional communication","authors":"Deanna D. Sellnow","doi":"10.1080/03634523.2023.2234513","DOIUrl":"https://doi.org/10.1080/03634523.2023.2234513","url":null,"abstract":"A pervasive mantra across the Communication discipline proclaims the critical importance of our work—whether it be research, teaching, or service—to improve the personal and professional lives of individuals and communities, as well as local and global societies. In fact, the mission statement of the National Communication Association (n.d.) declares that our field “promotes the widespread appreciation of the importance of communication in public and private life, the application of competent communication to improve the quality of human life and relationships, and the use of knowledge and communication to solve human problems.” Fundamental to achieving this mission of the Communication discipline is the capacity to teach communication (e.g., concepts, theories, skills) effectively. The entire discipline was founded on the premise that “the study and teaching of Communication [is] distinct from other disciplines [and deserves] its own institutional and intellectual legitimacy” (National Communication Association, n.d.). The subfield devoted to research and practice in communication education and instructional communication addresses this exigence. In addition to the teaching of communication, the subfield is also devoted to the research and practice of “understanding the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia” (a.k.a. instructional communication) (Taylor & Francis Online, n.d.). Thus, the work of our subfield is most definitely central to the mission, vision, and values of the discipline (e.g., Morreale et al., 2023). Three major discipline-specific journals–Communication Education, Communication Teacher, and the Journal of Communication Pedagogy—exist as outlets created intentionally for publishing an array of communication education and instructional communication research (Taylor & Francis Online, n.d.). Not only are communication education and instructional communication visionary constructs that ground the discipline historically, but they continue to be central foci in current research and practice throughout the Communication discipline (e.g., Morreale et al., 2014; Myers, 2010).","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"72 1","pages":"435 - 440"},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46185627","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 : 2023-08-05DOI: 10.1080/03634523.2023.2236251
Melissa A. Broeckelman-Post
"Editor’s introduction: looking to the future of communication education." Communication Education, 72(4), pp. 408–409 Disclosure statementNo potential conflict of interest was reported by the author(s).
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Pub Date : 2023-08-05DOI: 10.1080/03634523.2023.2234515
Sherwyn P. Morreale, J. Westwick
The opportunity to re fl ect publicly on the future of any important aspect of one ’ s scholarly life is both a privilege and a responsibility we take seriously. For us, it ’ s a stimulating endeavor because we envision such essays as personal conversations with colleagues interested in and committed to our area of scholarship. However, our sense of the topic of this essay gives us pause – how to e ff ectively advocate for and demonstrate the value of our future work in instructional communication (IC) and communication education (CE). Based on the admonition that “ those who fail to learn from history are doomed to repeat it ” (
{"title":"Advocating for and valuing instructional and communication education: standing on the shoulders of giants","authors":"Sherwyn P. Morreale, J. Westwick","doi":"10.1080/03634523.2023.2234515","DOIUrl":"https://doi.org/10.1080/03634523.2023.2234515","url":null,"abstract":"The opportunity to re fl ect publicly on the future of any important aspect of one ’ s scholarly life is both a privilege and a responsibility we take seriously. For us, it ’ s a stimulating endeavor because we envision such essays as personal conversations with colleagues interested in and committed to our area of scholarship. However, our sense of the topic of this essay gives us pause – how to e ff ectively advocate for and demonstrate the value of our future work in instructional communication (IC) and communication education (CE). Based on the admonition that “ those who fail to learn from history are doomed to repeat it ” (","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"72 1","pages":"410 - 416"},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42551013","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 : 2023-08-05DOI: 10.1080/03634523.2023.2234514
Luke LeFebvre, W. Keith
I do not suppose that the younger generation — to talk like a grandpa for a few minutes — can realize how great a change has come over us. Any time back of twenty-fi ve years ago each teacher stayed in [their] own little corner, hugging to [their] own pet “ system, ” and believing all the other fellows were nitwits and freaks …
{"title":"Communication education scholarship: a reclamation for the future","authors":"Luke LeFebvre, W. Keith","doi":"10.1080/03634523.2023.2234514","DOIUrl":"https://doi.org/10.1080/03634523.2023.2234514","url":null,"abstract":"I do not suppose that the younger generation — to talk like a grandpa for a few minutes — can realize how great a change has come over us. Any time back of twenty-fi ve years ago each teacher stayed in [their] own little corner, hugging to [their] own pet “ system, ” and believing all the other fellows were nitwits and freaks …","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"72 1","pages":"417 - 422"},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978480","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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