共查询到20条相似文献，搜索用时 15 毫秒
1.
Lisa M. Schroeder 《Communication Research Reports》2013,30(4):380-388
This study was designed to test the effects of skills training and experience on communication satisfaction and communication anxiety in the basic speech course. Skills training was operationalized as completion of COMM 15000, Theory and Practice of Oral Discourse, and experience was operationalized as multiple rhetorical performances. The results showed that students of the basic speech course experienced an increase in communication satisfaction and a decrease in communication anxiety following skills training for this sample. Moreover, highly apprehensive students reported being more satisfied with their communication interchanges following completion of the basic speech course. 相似文献
2.
Katherine M. Cruger 《Communication Teacher》2018,32(2):87-101
This article explores the potential of challenge-based learning (CBL) for feminist pedagogy. In a qualitative case study of an introductory mass communication and social theory course, students were more likely to indicate sophisticated, intersectional understandings of course concepts following the CBL project. Before the CBL project, students spoke tentatively and hypothetically about “making change.” Self-reported ability to take action was defined passively and negatively. In contrast, after the CBL project, students employed positive frames when discussing ability to act, and proposed avenues for action were expanded. The paper concludes with a discussion of how faculty might incorporate CBL. 相似文献
3.
Dennis G. Day 《Communication Studies》2013,64(2):84-89
Learning theory and communication theory share many problems in common. The developments in learning theory in the last decade can provide significant contributions to the growth of communication theory. Communication theorists can no longer ignore the basic structural and dynamic models of the learning process. 相似文献
4.
Scott A. Myers Matthew M. Martin Timothy P. Mottet 《Communication Research Reports》2013,30(4):352-361
The purpose of this study was to examine the relationship between college students’ communication motives (i.e., relational, functional, participatory, excuse making, sycophantic) and their use of information‐seeking strategies (i.e., overt, indirect, third party, testing, observing). Participants were 149 students enrolled in an introductory communication course at a Mid‐Atlantic university. Results indicated that (a) students who communicate for the sycophantic, relational, and participatory motives use the indirect and observing information‐seeking strategies and (b) students who communicate for the functional communication motive use the overt information‐seeking strategy, but do not use the testing information‐seeking strategy. Future research should examine whether college students use information‐seeking strategies with their classmates and the impact of the use of these strategies on their learning experience. 相似文献
5.
Meridith I. Styer Lindsey B. Anderson Annie Laurie Nichols 《Communication Teacher》2018,32(4):231-235
Courses: Basic communication course.
Objectives: Using the Ally, Advocate, Activist framework in a basic communication course will help students apply course concepts to their lives and communities. This framework helps students practice civic engagement while mastering the skills that are typically tested for assessment purposes in the basic communication course. 相似文献
6.
Ann E. Williams 《Communication Teacher》2017,31(2):99-106
Courses: This semester long activity can be employed in any communication classroom and is designed particularly to provide first-time graduate student instructors (GSIs) with a theory-based assessment tool. As such, the article is appropriate for graduate-level pedagogy classes.
Objective: To introduce a theory-based, critical thinking activity that can be applied in communication classes to enhance students’ mastery of course content at a basic level while also deepening understanding of the learning process promoted through higher levels of cognition. 相似文献
7.
A Little Bit Can Go a Long Way: An Examination of Required Service in the Basic Communication Course
《Communication Teacher》2013,27(1):57-73
This study examines the utility of service-learning pedagogy in the general education basic communication course to meet service-learning outcomes, with an emphasis on civic engagement. Results of the data suggest that students in both a one-time service site and multiple-site condition indicated that the service experience enhanced three of the four service-learning outcomes: (a) personal and interpersonal development, (b) ability to understand and apply knowledge, and (c) sense of citizenship. The service-learning outcome of perspective transformation was not a frequently mentioned theme but did emerge in intensity in the multiple-visit condition. Findings of the study extend experiential learning theory as well as civic engagement theory and support the inclusion of a service-learning basic communication course in the general education curriculum to promote the LEAP initiative. 相似文献
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本文首先对信息文化和信息传播进行了概述,进而论述了信息文化对信息传播有何影响,最后阐述了信息文化影响下信息传播机制的一些思考. 相似文献
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11.
David Buller 《Journal of Applied Communication Research》2002,30(4):411-417
In this special forum, communication researchers relate their experiences and perspectives on funded research. Their thoughts highlight that (a) communication studies are coming of age in funded research; (b) funded research requires institutional investment and professional recognition; (c) the processes and skill needed to successfully seek and manage funded research can be learned; (d) it is important to recognize the similarities and differences among funding organizations; and (e) funded research can produce intellectual and organizational creativity within the field. The special forum is intended to stimulate thinking about the contribution of funded research to the knowledge base, research careers, academic reputation, and social responsibility of the communication field. 相似文献
12.
David Buller 《Journal of Applied Communication Research》2013,41(4):411-417
In this special forum, communication researchers relate their experiences and perspectives on funded research. Their thoughts highlight that (a) communication studies are coming of age in funded research; (b) funded research requires institutional investment and professional recognition; (c) the processes and skill needed to successfully seek and manage funded research can be learned; (d) it is important to recognize the similarities and differences among funding organizations; and (e) funded research can produce intellectual and organizational creativity within the field. The special forum is intended to stimulate thinking about the contribution of funded research to the knowledge base, research careers, academic reputation, and social responsibility of the communication field. 相似文献
13.
Stephanie Lee Sargent James B. Weaver III Christian Kiewitz 《Communication Research Reports》2013,30(1):74-78
Research suggests that initial impressions are important and set the tone for future interactions; however, little is known about which teacher communication behaviors create positive initial judgments by students. The purpose of this study was to examine the relationships among a set of teacher relational communication behaviors and students' early judgments about the future outcomes of the course. Specifically, students reported perceptions of their instructors' use of power, confirmation, nonverbal immediacy, and communication skills in the beginning of a semester and their predictions about future interactions with that instructor. Results indicated that teachers' use of coercive and legitimate power were negatively related to students' predicted outcome value (POV) judgments, whereas the use of reward, referent, and expert power, along with confirmation and communication skills, were positively correlated with students' POV judgments. Hierarchical regression further revealed unique relational message predictors of these judgments. 相似文献
14.
Andrew Calabrese 《The Communication Review》2017,20(2):98-121
This article extends reasoning about social policy, as a response to basic human need, to the treatment of communication policy. The idea of communication as a basic human need is of vital importance in a contemporary world in which so much social interaction of a private and public nature occurs through technological mediation. Through an examination of arguments in social and political theory about human needs, this article emphasizes how “needs talk” is used to justify “rights talk,” with particular attention given to how assumptions about communication needs—what they are, how they can or should be satisfied, and the politics of need recognition—are or can be used to justify communication rights. 相似文献
15.
《Communication monographs》2012,79(2):184-200
This study explores relationships among immediacy, communication apprehension, and learning outcomes between two class formats: mixed-size sections (i.e., large-lecture/break-out sections) versus self-contained sections. The results indicated that students' cognitive learning outcomes were slightly greater in the mixed-size sections versus self-contained sections. In addition, affective learning decreased for all students from the first day of class, though it decreased slightly more for students in the large-lecture/break-out sections. When the teacher was perceived as highly immediate, however, there was no difference in affective learning due to format. 相似文献
16.
The present study considers the relationships between communication apprehension (CA), personality type, represented by the Myers‐Briggs Type Indicator (MBTI) (Myers, 1987), and final grades in a basic public speaking course. The results indicated that trait and context CA are significantly correlated with extraversion and in introversion personality types. In addition, CA in the public speaking context is correlated with the sensing and intuition personality types. Multiple regression showed that while trait CA does not contribute to course grade or grade‐point average, thinking and feeling personality types do contribute significant unique variance to final grade in a public speaking course. Keywords: Communication apprehension, speech anxiety, personality, grades, college students, learning preference. 相似文献
17.
《Communication Teacher》2013,27(4):315-328
ABSTRACTThis longitudinal pilot study developed and tested an instrument to assess students’ perceptions of the extent to which they accomplished the learning objectives that were listed in a number of communication course syllabi. In addition to students’ perceptions that they had improved from the start to the end of the semester in achieving course objectives, the findings revealed that students’ assessment was related positively to their ratings of professors’ teaching effectiveness. The instrument provides valuable information about students’ accomplishment of teachers’ course learning objectives. 相似文献
18.
《Communication Teacher》2013,27(4):241-255
This assessment explored community partners' perceptions of service learning in a required communication course. Semi-structured interviews revealed that community partners believed that students were providing needed and valuable service, students were learning about the community, and students were learning through their application of course skills in an applied context. However, community partners also felt that students were unaware of or did not care what they should be learning, that faculty contact was rare or nonexistent, and that community feedback opportunities were rare and undervalued by faculty. Results suggest specific improvements necessary in service learning assignment design. 相似文献
19.
当前中国新闻传播学学科发展的特点与问题 总被引：3，自引：0，他引：3
该文在简单回顾中国新闻传播研究的历史进程后 ,重点阐述了中国新闻传播学进入“多角度学术化发展阶段”(1 992年至今 )的十个标志性情况 ,分析了近年自然形成的四方面的话题。文章最后 ,谈到新闻传播学研究中存在的五个问题。作者认为 ,传播现象贯穿于与人类相关的一切事物和活动中 ,各个学科都面临着从本学科角度出发的各自的传播问题。现在尽管在学科管理上还有新闻学、传播学的区分 ,但新闻学和传播学的融合已是现实 ,新闻传播学进入各个学科或借鉴其他学科而丰富自身 ,也成为趋势。 相似文献
20.
Donald N. Dedmon 《Communication Studies》2013,64(2):120-125
The writer contends that the traditional, popular approaches to the required first course in speech are limited in their contribution to the general education program. He argues that the first course as a part of general education should be approached as a course in oral communication in which certain features of the traditional approaches are combined with communication theory. 相似文献