Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts

The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and be...

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Bibliographic Details
Published inCommunication studies Vol. 66; no. 4; pp. 417 - 432
Main Authors Sellnow, Deanna D., Limperos, Anthony, Frisby, Brandi N., Sellnow, Timothy L., Spence, Patric R., Downs, Edward
Format Journal Article
LanguageEnglish
Published West Lafayette Routledge 08.08.2015
Central States Speech Association
Subjects
Classroom communication
Cognition
Communication research
Forensics Education
Instructional Communication
Learning
Risk and Crisis
Students
Teachers
Technology and Digital Games
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Summary:The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education.
ISSN:1051-0974
1745-1035
DOI:10.1080/10510974.2015.1057750