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ERIC Number: EJ1153474
Record Type: Journal
Publication Date: 2017
Pages: 2
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0363-4523
Forum: The Future of Instructional Communication. Reiterating the Importance of Student Development in the Field of Instructional Communication
Goldman, Zachary W.; Myers, Scott A.
Communication Education, v66 n4 p485-486 2017
The authors begin this article noting that they believe gathering data on student behaviors, traits, and characteristics is essential for understanding how students affect instructional communication processes. They write here that what is equally essential, however, is exploring how student developmental processes (i.e., the ways in which students grow, mature, and progress their capabilities as a direct result of enrollment in higher education; Pascarella & Terenzini, 2005) affect instructor-student relationships, classroom climate, student involvement, and, of course, learning and other forms of academic achievement. The authors posit that instructional communication scholars should broaden their perspective on students by committing to a more holistic view of their development. More specifically, they argue that the field would benefit by examining students' cognitive and psychosocial development in college. Although instructional communication scholarship has evolved considerably since its inception, the authors feel that the field should embrace its developmental foundations more closely over the next several years. They argue that instructional communication researchers should continue to study the intersection of communication, instruction, and learning, yet they should do so by integrating developmental theories to expand understanding of the field's most studied population-college students.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A