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Examples and the Facilitation of Student Learning: Should Instructors Provide Examples or Should Students Generate Their Own?
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Bolkan, San; Goodboy, Alan K. – Communication Education, 2019
This study examined learning differences for students who were given instructor-provided examples during a lesson compared with student-generated examples. In an experiment, 348 students were exposed to an online lesson about fear appeals and were randomly assigned to either a condition where (a) examples of key concepts were provided by the…
Descriptors: Models, Concept Formation, Individual Differences, Student Role
Forum: Communication Activism Pedagogy. Beyond the Charity-Service Paradigm: Building Ethical Platforms for Social Justice Education with Those Most Affected
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Badger, L. N. – Communication Education, 2017
In this forum response essay, the author proposes that the largest challenge "and" benefit of Communication Activism Pedagogy (CAP) is bound up in a small but significant word in Frey and Palmer's (2014) definition of Communication Activism Pedagogy: "with." Working "with oppressed community members" challenges the…
Descriptors: Social Justice, Models, Service Learning, Higher Education
Forum: Communication Activism Pedagogy. Expanding CAP's Interventionist Model and Developing Proper Learning Rubrics
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Del Gandio, Jason – Communication Education, 2017
For Frey and Palmer (2014), communication activism pedagogy (CAP) "teaches students how to use their communication knowledge and resources (e.g., theories, research methods, pedagogies, and other practices) to work with community members to intervene into and reconstruct unjust discourses in more just ways." The author of this response…
Descriptors: Activism, Models, Scoring Rubrics, Social Justice
Conditional Processes of Effective Instructor Communication and Increases in Students' Cognitive Learning
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Bolkan, San; Goodboy, Alan K.; Myers, Scott A. – Communication Education, 2017
This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…
Descriptors: Teacher Effectiveness, Teacher Behavior, Teaching Styles, Learner Engagement
Are You Satisfied? Exploring the Mediating Effects of Mentoring Communication Strategies in Predicting Chinese International Graduate Students' Program Satisfaction
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Yang, Qinghua; Orrego Dunleavy, Victoria; Phillips, Jasmine Rene – Communication Education, 2016
This study examined how mentoring initiation and maintenance strategies mediate the relationship between acculturative stress and intercultural communication competence on Chinese graduate students' program satisfaction. Results supported a partial mediation effect for mentoring maintenance strategies. By specifying the mediating effect, the model…
Descriptors: Foreign Countries, Graduate Students, Mentors, Communication Strategies
Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model
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Johnson, Zac D.; LaBelle, Sara – Communication Education, 2015
The current study examined the relationship between student-to-student communicative behaviors and communication outcomes in the college classroom. The instructional beliefs model was used to examine student self-disclosures, student perceptions of connectedness, and student enactment of instructional dissent. Students (N = 351) completed…
Descriptors: Self Disclosure (Individuals), College Students, Peer Relationship, Interpersonal Communication
Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception
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Kelly, Stephanie; Rice, Christopher; Wyatt, Bryce; Ducking, Johnny; Denton, Zachary – Communication Education, 2015
There is global concern regarding the increased prevalence of math anxiety among college students, which is credited for a decrease in analytical degree completion rates and lower self-confidence among students in their ability to complete analytical tasks in the real world. The present study identified that, as expected, displays of instructional…
Descriptors: Mathematics Education, Models, Cues, Teaching Methods