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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| Published in | Communication studies Vol. 66; no. 4; pp. 417 - 432 |
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| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
West Lafayette
Routledge
08.08.2015
Central States Speech Association |
| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Sellnow, Deanna D. Spence, Patric R. Downs, Edward Frisby, Brandi N. Limperos, Anthony Sellnow, Timothy L. |
| Author_xml | – sequence: 1 givenname: Deanna D. surname: Sellnow fullname: Sellnow, Deanna D. email: Deanna.Sellnow@uky.edu organization: Communication and Transformative Learning, University of Kentucky – sequence: 2 givenname: Anthony surname: Limperos fullname: Limperos, Anthony organization: Department of Communication, University of Kentucky – sequence: 3 givenname: Brandi N. surname: Frisby fullname: Frisby, Brandi N. organization: Instructional Communication and Research, University of Kentucky – sequence: 4 givenname: Timothy L. surname: Sellnow fullname: Sellnow, Timothy L. organization: School of Information Science, University of Kentucky – sequence: 5 givenname: Patric R. surname: Spence fullname: Spence, Patric R. organization: Instructional Communication & Research University of Kentucky – sequence: 6 givenname: Edward surname: Downs fullname: Downs, Edward organization: Department of Communication, University of Minnesota |
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| SubjectTerms | Classroom communication Cognition Communication research Forensics Education Instructional Communication Learning Risk and Crisis Students Teachers Technology and Digital Games |
| Title | Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts |
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