共查询到20条相似文献，搜索用时 21 毫秒
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Courses: Interpersonal Communication, Communication and Conflict Objectives: Students will develop theoretical knowledge of specific student-selected interpersonal communication theories and concepts. Students will apply theoretical knowledge to their own communication practices and track improvement over time. 相似文献
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Course: Health Communication (doctor–patient communication) Objectives: Students analyze doctor–patient communication and practice interpersonal communication to understand effective communication in a patient–physician relationship 相似文献
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Course: Any undergraduate interpersonal communication course Objective: Students will apply interpersonal communication concepts and theories to their readings of short stories; the goal is for students to see the utility of course material for understanding human interaction. 相似文献
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Courses: This single class activity would be most useful in interpersonal, family, gender/sexuality communication, or research methods courses. This activity facilitates better discussion in a small or seminar-style class with students who have had pervious exposure to or who are in the process of learning about interpersonal communication theory or research methods. Objectives: The goals for this activity are to (a) practice data analysis utilizing a specific theory, (b) identify the presence of relational frames and judgments to become more familiar with the interpersonal dimensions of coming-out interactions, (c) appreciate a multiplicity of data interpretations through the practice of group coding, and (d) practice evaluating the quality of data interpretations. 相似文献
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Course: Interpersonal communication Objective: Students will demonstrate how perceptions relate to interpersonal communication 相似文献
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Course: This activity was used in an upper-level, undergraduate, special topics course entitled “Issues in Mobile Communication.” However, the activity could also be used in undergraduate courses relating to mediated communication, interpersonal communication and communication theory Objectives: The purpose of this activity is to increase students’ awareness of how norms for mobile communication technology use are established 相似文献
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Future Research in communication education should concentrate on (1) identifying and applying the communication functions necessary for one to participate successfully in interpersonal contexts, (2) examining communication in different learning environments, and (3) improving teacher competencies 相似文献
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ABSTRACTCourses: Introduction to Communication, Introduction to Interpersonal Communication, Family Communication, Small Group Communication, Communication and Listening Objectives: By this end of this activity, students will be able to identify and practice supportive and defensive communication; understand a dialogic approach to conflict; and reflexively imagine and perform dialogic interpersonal conflict communication as constitutive and transformative. 相似文献
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Courses: Interpersonal Communication, Basic Course Objective: To identify and analyze interpersonal communication concepts in everyday interactions 相似文献
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This single-class activity expands current literature on person-centered messages by providing attention to message quality in mediated contexts. Students begin the activity by reviewing a hypothetical scenario in which a friend has posted about a family death loss on social media. After reviewing this scenario, students then create sample supportive messages that they could share with a grieving friend. Students are also asked to apply their knowledge about person-centered messages to evaluate other fictional support messages. Students who participate in this activity will be provided with additional skills for comforting grieving friends effectively. Courses: This single-class activity can be implemented in several courses, including interpersonal communication, the dark side of interpersonal communication, and family communication. Objectives: Students who complete this activity should be able to: (1) outline what qualities comprise a person-centered support message; (2) discuss why highly person-centered messages are effective in providing support to others; and (3) evaluate death loss support messages across levels of person centeredness. 相似文献
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Courses: This semester-long assignment can be featured in undergraduate or graduate communication courses that include a major writing assignment such as research methods, capstone classes, senior thesis sections, or advanced courses on topics such as interpersonal, intercultural, and interracial communication. This assignment is suitable for face-to-face, online, and blended courses. Objectives: By completing this assignment, students should be able to (a) outline and draft a full research paper or comprehensive literature review on a course-related topic, (b) tailor their papers to meet the requirements of an editor’s call for papers, (c) peer review and provide constructive feedback on classmates’ scholarly papers, and (d) revise and resubmit their original research papers to a mock journal. 相似文献
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Course: Public Speaking Objectives: (1) To develop communication skills through practical experience that provides a service to the community; and (2) to inspire and equip students to use their public speaking skills for positive societal influence. 相似文献
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Courses: This activity can be used in a wide range of classes, including interpersonal communication, introduction to communication, and small group communication Objectives: After completing this activity, students should be able to: (1) define attribution theory, personality attribution, situational attribution, and attribution bias; (2) provide examples of both personality and situational attributions; and (3) recognize why and when each type of attribution is used. This activity provides students an opportunity to explore attribution theory and attribution bias in a low-stakes setting, where the ultimate goal is a deeper understanding of the theory itself. Therefore, this activity is typically not treated as a graded assignment, but rather an opportunity for exploration and discussion. 相似文献
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Courses: Interpersonal Communication, Health Communication, Intercultural Communication Objectives: After completing this semester-long activity students, should be able to (1) apply course concepts (i.e., stereotypes, identity, listening, language, and conflict) to diverse real-world scenarios; (2) explain the utility of intergroup contact theory in relationship to communication and social diversity; (3) critically reflect on social diversity explored through communication behaviors; and (4) develop communication competence toward diverse others, specifically persons with disabilities (PWDs). 相似文献
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Courses: Small group communication and advanced group dynamics. Objectives: After completing this single-class activity, students should be able to: (1) evaluate successful communication characteristics that enhance the group's ability to achieve specific goals; (2) identify small group communication barriers; and (3) develop strategies to overcome small group communication challenges to achieve shared goals. 相似文献
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This study investigated how the interpersonal traits of communication apprehension (CA) and interaction involvement (II) are related to one's attitudes toward and use of computer‐mediated communication (CMC). Data were collected by administering a self‐report survey to a sample of 133 participants, and results were analyzed with multiple regression. Findings revealed that CA and II failed to predict CMC attitudes. However, each trait predicted communication style during online interaction. Findings are interpreted within the context of current theories of CMC. 相似文献
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Play provides an opportunity for students to learn information and concepts in an active format while facilitating different ways of learning. This puzzle activity is designed to increase student engagement, leverage different learning styles, help students make connections in communication theories, and enhance memory of important communication concepts. As an active learning exercise, play requires students to coordinate behaviors and participate in the learning process differently than through traditional lecture formats. Considering the information on active learning strategies, this activity involves using puzzle pieces labeled with theory components to help students learn each theory term and better understand how the terms work together to form the theory. Courses: This single-class activity is appropriate for courses across the communication curriculum and is particularly well suited for classes with multi-part concepts and/or theories, including communication theory, organizational communication, interpersonal communication, persuasion, conflict communication, and the public-speaking/basic course, among others. Objective: As a result of participating in this single-class activity, students will demonstrate understanding of key theoretical terms/concepts and how those concepts work together to inform communication theory. Further, students will work together in teams to bring in outside examples of the theory in action and practice explaining the concepts to their classmates to enhance learning and long-term memory of class concepts. 相似文献
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Objectives: After completing this project, students will be able to: (a) use health communication research and theory to create educational materials; (b) analyze an audience and develop creative educational materials based on audience characteristics; and (c) consult with key constituents during the development of educational materials Courses: Health Communication; Gender and Health Communication; Senior Capstone 相似文献
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"Communication” is examined as a cultural term whose meaning is problematic in selected instances of American speech about interpersonal life. An ethnographic study, focusing on analysis of several cultural “texts,” reveals that in the discourse examined here, “communication” refers, to close, supportive, flexible speech, which functions as the “work” necessary to self‐definition and interpersonal bonding. “Communication,” thus defined, is shown to find its place in a “communication” ritual, the structure of which is delineated. The use of the definition formulated, and of the ideational context which surrounds it, is illustrated in an analysis of a recurring public drama, the “communication” theme shows on the Phil Donahue television program. Implications of the study are drawn for ethnography as a form of communication inquiry. 相似文献
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Courses: Qualitative research methods, health communication, organizational communication, or any course that could incorporate advocacy or social change into the content area Objectives: On completion of this assignment, students will (1) understand why and how action research is undertaken; (2) develop skill in perceiving and representing the social world as a scholar, using both pictures and words; (3) collaborate with others to analyze qualitative data and theorize how a social problem emerges and is reproduced; and (4) give voice to those advocating change. 相似文献
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