ERIC Number: EJ1153762
Record Type: Journal
Publication Date: 2017
Expanding and Exporting Instructional Communication Scholarship: A Necessary New Direction. Forum: The Future of Instructional Communication
Valenzano, Joseph M., III; Wallace, Samuel P.
Communication Education, v66 n4 p483-484 2017
Communication is, by its nature, inherently interdisciplinary. In no other subfield of the discipline is this truer than instructional communication. To that end, instructional communication scholars contribute to the understanding of classroom dynamics and effective methods for facilitating learning. A close examination of that work highlights two opportunities related to its interdisciplinary reach that have yet to be tackled in a meaningful way. The first opportunity lies in the fact that the overwhelming majority of studies explore questions in traditional classroom settings or some version of online course delivery, and yet there are many other methods than these employed in other disciplines. The second opportunity is the profession's ability to export instructional communication research to other disciplines. The authors of this article argue that the most critical need for instructional communication research in the next five years and beyond is that it begins to take advantage of these opportunities within the work of communication educators. Higher education today is more dynamic than ever, and the authors believe that the influence of their discipline is self limiting if instructional communication educators limit themselves by focusing mainly on traditional classrooms as a format for research. They argue that higher education is moving away from the "one size fits all" models of the past, so instructional communication research should shift with it.
Descriptors: Scholarship, Interpersonal Communication, Classroom Communication, Research Needs, Educational Change, Educational Development, Interdisciplinary Approach, Higher Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A