Communication Classes Research Articles

Event-triggered primal–dual design with linear convergence for distributed nonstrongly convex optimization

This paper designs continuous-time algorithms with linear convergence for solving distributed convex optimization problems without a strongly convex condition. The proposed primal–dual algorithms operate under weight-balanced digraphs and the dual variables are not exchanged with neighbors, which makes the algorithm more efficient. To save communication resources, we propose a class of event-triggered communication (ETC) schemes, which includes static and dynamic counterparts with the latter being more effective in communication resource saving. Furthermore, using Lyapunov theory, we prove that the distributed event-triggered algorithms converge to the optimum set with exact linear convergence rates. Finally, we present a comparison example that validates the effectiveness of the proposed algorithms in reducing communication burdens.

A “COVID bump” in communication course evaluations: Implications for future assessment

ABSTRACT Student course evaluations (SETs) were subjects of debate among educational administrators before the COVID-19 pandemic, but recently have been examined as an indicator of student satisfaction during the transition to online instruction. The current study combines a review of SET research as well as data from multiple disciplines, including IMC, at a large US midwestern university before, during and after COVID-19 online-only instructional protocols. Slight variations in quantitative evaluations of teaching were found, with communication classes exhibiting a larger ‘COVID bump’ than other disciplines. Analysis of verbatim comments yielded insight into students changing how and on what basis they evaluated their courses. The study offers new methods of analyzing SETs, and implications for teaching and training aspiring communication professionals beyond the recent global pandemic.

Cultivating Creative Problem‐Solving Skills in a Strategic Communication Class: Student Perceptions of a Collaborative Assignment

ABSTRACTProblem‐solving is an essential undergraduate learning outcome that also supports students' professional success. The creative problem‐solving model (CPS) (Isaksen et al., 2011) facilitates the development of these skills and aligns well with the scope of public relations (PR). The current study investigates student perceptions of an assignment anchored in the CPS model, designed to support their problem‐solving skills in a collaborative context. Survey findings of students enrolled in an upper division PR course (N = 42) indicate students enjoyed generating ideas and developing solutions and found these stages also supported their learning the most. However, not all students benefitted similarly from the assignment. There were differences associated with gender and race/ethnicity. Student enjoyment, comfort, and team dynamics were also important predictors of perceived learning. Findings from this study have implications for future research and development of undergraduate learning opportunities.

Teaching GBL Principles to Japanese Students of Education in an EFL Setting

A growing body of evidence shows that game-based learning (GBL) has become an invaluable tool for educators. Despite this fact, Japanese teacher training programs routinely ignore its inclusion. Aiming to address this issue, an innovative content language and integrated learning (CLIL) curriculum was developed in order to teach Japanese students of education the basics of GBL within their English communication classes. This paper presents a comprehensive account of the curriculum's development, the rationale behind it, and explores preliminary evidence regarding students' attitudes towards using GBL principles in their prospective teaching careers following course completion. A total of 147 students with English communication classes were included in the study, ranging from Common European Framework of Reference (CEFR) levels B2 to C1. Although exploratory in nature, early evidence suggests that after having undergone the course, students recognized the value of GBL principles and considered them useful for their future careers as educators. From an English as a Foreign Language (EFL) perspective, instructors observed that the method of teaching described herein fostered a livelier, more enthusiastic, and interactive learning environment compared to traditional EFL classrooms. These findings imply that GBL and game design principles might be useful to include in teacher-training programs, both in Japan and elsewhere.

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

IntroductionThe stress and strain due to various aspects of the pandemic affected teaching and learning. Relating between instructors and students, and between students, may never be the same. Adjustments to teaching and learning may still need to be made due to the lingering effects of the pandemic, especially as zoom classrooms continue to be used within communication and other disciplines.MethodsIn this study, the researchers interviewed 15 communication instructors, using indepth semi-structured zoom interviews, about their experiences in the pandemic classroom and how they attempted to build relationships and connections with students during the COVID-19 pandemic.ResultsThe researchers found specific immediacy strategies used by instructors, with participants indicating they attempted to use the more traditional teacher nonverbal immediacy behaviors such as eye contact, facial expressions, physical distance, and touch, but were hampered by the wearing of masks, practicing social distancing, and moving to online teaching modalities where student engagement was limited at best. Instructors also adapted verbal immediacy behaviors, as they used various strategies for inviting participation, providing feedback, and being real to develop connections with students, as well as building in specific teaching structures into their pandemic classrooms. In addition, participants indicated they used a variety of additional immediacy-related strategies and behaviors to build relationships once moving to blended HyFlex or online teaching. These strategies were used consistently, as instructors seamlessly moved between the online synchronous classroom, the blended classroom, and the face-to-face classroom with masking and physical distancing required.DiscussionOur research revealed that there were unique ways relationships were built, typically using different types of media to enact teacher immediacy in nuanced ways. We argue that looking at such teaching using both media multiplexity and embodied pedagogy perspectives can enhance the teacher immediacy literature by demonstrating how teacher immediacy was changed during the pandemic, as media richness increased the likelihood of developing relationships between teachers and students through an embodied pedagogy of caring using technological tools.

Язык и культура в системе межкультурной коммуникации

The article deals with the actual problem of the functioning of language and culture in the process of intercultural communication in the context of bilingualism and multilingualism. In the course of conducting scientific research, the analysis and description of the material of linguistic, sociological and linguodidactic scientific literature of a lexicographic nature was carried out in order to identify the degree of reflection of the participation of language as a toolkit (tool) of culture in the process of intercultural communication and its definition in the corresponding dictionary entries characterized by similarities and differences. The main differences lie in the explicit or implicit expression of the participation of language in the process of intercultural communication, or in not providing for the role of language in this global interethnic communication. The basis of intercultural communication is language as a means of transmitting information, and bilingualism as a linguistic and speech property of representatives of different nationalities, which ensures the implementation of intercultural communication. In the definitions of intercultural communication presented in four linguographic works, in understanding and defining it, language often goes by the wayside. 12 understandings and definitions of intercultural communication are analyzed. Of these, in 7 the participation of the language is presented explicitly, in 4 — implicitly, in one it is not presented. Intercultural communication cannot be carried out without interlingual communication: language, as a mirror of culture, reflects its inner and outer world, which forms foreign language and foreign cultural knowledge, abilities, skills, which together form and develop the interlinguistic and cultural competence of the individual and society. Intercultural communication is both a universal (universal) phenomenon and a national-specific phenomenon. The second is formed and functions in local conditions. The totality (class) of linguocultural communications in local conditions forms its world (universal) system and dynamics. Language and culture, as components of the act of functioning of intercultural communication, are a dual unity of social functions that ensure interethnic communication in various conditions of the individual and society. Language is a transmitter of culture, so we should talk about inter-linguocultural communication. In the process of conducting scientific research, inductive, deductive methods, comparative and linguostatistical methods were used, which gave scientific results of theoretical and practical significance.

Perceptions of Grade 11 Senior High School Students on Task-based Language Teaching in a Hybrid Oral Communication Class

Perceptions of Grade 11 Senior High School Students on Task-based Language Teaching in a Hybrid Oral Communication Class

“I think I am bilingual, but…”: Teachers’ practices of and student’ attitudes toward translanguaging in a Chinese intercultural communication class

AbstractTranslanguaging encourages active and integrated usage of varied languages and other resources and exploitation of students’ whole linguistic repertories and cultural resources in teaching and learning. Zooming into an intercultural communication class in an English‐as‐a‐medium‐of‐instruction (EMI) fashion, the present study intends to discuss the teacher's pedagogical translanguaging practices used in class, the possible influences of these practices on students’ intercultural communication competence (ICC) and students’ attitudes toward these translanguaging practices by adopting a mixed‐method approach of in‐class observation, questionnaires, and semi‐structured interviews. The findings suggest that translanguaging was practiced to serve various purposes in class, namely concept explanation, engagement check, context knowledge reorientation, and maintenance of classroom relationships; the teacher's translanguaging practices could help to promote students’ ICC; students demonstrated positive attitudes toward translanguaging utilized by teachers, while some were concerned about the students’ use of translanguaging in the EMI class where the monolingual ideology was expected to be dominant. Therefore, students’ awareness of translanguaging and multilingualism should be fostered to make full use of their bilingual and multilingual advantages, which will further contribute to cultivating their ICC.

Reflecting on Teaching a Collaborative Online International Learning Course: Connecting Classrooms in the United States and Brazil

The purpose of this reflective practice was to critically examine a revelation discovered after facilitating a Collaborative Online International Learning (COIL) course. COIL is an andragogical teaching strategy that uses innovative technology to connect classrooms worldwide. This reflection will highlight a COIL opportunity that brought together students from classes in the United States of America and Brazil. After facilitating COIL in our intercultural communication classes, we discovered that these global virtual exchange courses or units could be incorporated into various other disciplines. There were two distinct reasons why this knowledge was surprising. First, during our COIL training, we directed our attention to the course we planned to facilitate. Second, we had never taught COIL classes before, so we were unsure how to include this teaching method in other areas of study. We used Stephen Brookfield’s model of reflection to critically examine our assumptions and pre-conceived notions about COIL and left with takeaways that can be shared with our colleagues.

Tuning to Place: Using Photos to Better Understand Problems in Technical Communication Classes

This article highlights the role of place in understanding problems, specifically within community-engaged projects in upper-level technical and professional communication courses. Drawing on a year-long participant-generated imagery study with students, instructors, and community partners, the authors argue that photographic research is effective in helping participants and researchers tune to place. Taking photos offers opportunities for documentation, individual interpretation, and collaborative reflection, resulting in a deeper, more nuanced sense of place. Ultimately, this article demonstrates how a greater awareness of place, cultivated through reflecting on visual evidence, enhances engagement projects and helps technical communicators address complex problems.

The Self-Esteem and Academic Performance in Purposive Communication Class at the Tertiary Level

Self-esteem in academic performance refers to how one's self-perception impacts their achievements in school. It involves the connection between self-confidence, motivation, and overall success in academics. This study aims to investigate the potential relationship between self-esteem and academic performance among college students taking a Purposeful Communication class. Using a standardized self-esteem questionnaire adapted from Rischi (2017), a descriptive-correlational research design was employed with a sample size of 100 participants selected through registered quota sampling. The findings indicate that students' self-esteem was categorized as average, while their academic achievement in the purposeful communication class was outstanding. The correlation analysis revealed a weak correlation (r=0.12) between self-esteem and academic performance, rejecting the null hypothesis. These results emphasize the significance of considering self-esteem as a factor that may impact students' academic success, highlighting the need for interventions to foster positive self-esteem and promote both motivation and engagement in the learning process. Further research is recommended to explore additional factors influencing the relationship between self-esteem and academic performance. Keywords: Academic Performance, Self-Esteem, Purposive Communication Class, College Students.

Evaluating Latency in Fifth-Generation Vehicle-to-Everything Communications using Adaptive Neuro-Fuzzy Inference System Model

The fifth-generation new radio technology (5G NR) introduces improved functions to the air interface. In addition, the 5G NR non-standalone (NSA) will operate with long-term evolution, enabling vehicle-to-everything communications (V2X) for improved infotainment services. V2X includes four main classes of communications: vehicle-to-vehicle, vehicle-to-infrastructure, vehicle-to-pedestrian devices, and vehicle-to-network. However, the stringent transmission frequency, latency, and throughput requirements of infotainment applications constrain the transmitting packets of 5G-V2X-based NSA in highway scenarios. In this paper, the latency is improved by preventing the physical layer of gNodeB and the user equipment (UE) from sending redundant packets for service in a highway scenario. The proposed approach adopts an adaptive neuro-fuzzy inference system (ANFIS), a powerful modeling technique based on artificial neural networks ,and a fuzzy inference system. The performance of ANFIS is compared with that of the traditional 5G V2X NSA architecture in a simulation study using Voice over Internet Protocol (VoIP) traffic. The delays, throughputs, and packet losses of both architectures are determined in radio link control (RLC) and VoIP applications. The switch-modes, signal-to-interference-noise ratios (SINRs), hybrid automatic repeat request (HARQ) error rate, channel quality indicators (CQIs), served blocks, and transmission-state of gNodeB are computed for the two architectures for device-to-device (D2D), uplink (UL) and downlink (DL) traffic directions. The simulation results show comparable SINRs, CQIs, served blocks ,andswitchmodes in both scenarios, but the presented ANFIS model significantly outperforms the traditional architecture in delay by 66% in D2D, 29% in UL, 25% in DL, and packet loss by 21% in UL in RLC, the HARQ error rate by 9% in D2D, 30% in UL, 95% in DL, transmission-state in gNodeB by 29%, and the delay by 4% for UEs, and frame loss by 90%for UE in VoIP.

Communication course for future engineers – effective data presentation and its interpretation during LSP courses

Abstract This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019–2022). The article first describes the results of a survey which show that language and communication classes need to integrate more LSP competences so that students become better acquainted with both general and specific language. Moreover, the report analyses and explains the existing practical difficulties for language and subject teachers alike in maintaining a distinction between “knowledge of a subject” and “knowledge of the language of a subject.” Secondly, the report presents a sample from a communication course prepared for engineers encompassing effective data presentation and its interpretation during LSP courses. Finally, the article reflects on the future challenges for LSP teachers and the reasons why academics should integrate professional knowledge and specialist language within the same course.

Digital storytelling as practice-based participatory pedagogy for English for specific purposes

Abstract English for Specific Purposes (ESP) teachers in Higher Education struggle with introducing variation and meaning into courses, while addressing 21st century skills development for global employment markets. Digital storytelling in its many forms constitutes fertile ground for engaging students while learning the specific academic and professional languages for their fields of knowledge, through using English as a lingua franca (ELF). The article presents and discusses a pedagogical framework for digital storytelling (DST) that promotes purposeful learning through EFL in two different contexts, in Portugal and Finland. The framework consists of five storytelling steps: (1) research and audience insight; (2) concept design; (3) scripting and storyboarding; (4) digital production; and (5) publication and engagement. The framework was piloted during the 2021–22 academic year with two first-year Business English classes in Office Management and one second-year ESP class in Tourism Management in a Portuguese Polytechnic as well as with an advanced-level ELF class in International Marketing and Communication in a Finnish University of Applied Sciences. Learning through DST provided students with rich opportunities for engagement and interaction, while also developing their skills in language and communication, storytelling, teamwork, digital literacy, and critical thinking. The DST framework has the potential to promote purposeful learning and empower students as active participants in media culture.

How to communicate with patients in written asynchronous online conversations: an intervention study with undergraduate medical students in a cross-over design.

The patient-physician encounter is the core element in the treatment of patients and the diagnosis of disease. In these times of digitalization, patient-physician communication is increasingly taking place online: patients embrace new possibilities offered digitally, and physicians are encouraged to adapt accordingly. Since a huge part of online communication is written, this study aims to investigate how medical students communicate with patients online by focusing on their written competencies and whether an intervention might improve their competencies. This study was performed in an explanatory cross-sectional manner with a cross-over design. Second-year medical students participated. An intervention was developed on how to formulate an appropriate written response to a patient's request and integrated a longitudinal communication class. The intervention consists of education on general set-up (e.g., greetings), syntax, spelling, content and kind of communication (e.g., appreciative attitude). After meeting a patient in a simulated role play medical students received the patient's request via a digital platform. The control group had the same simulated role play and the same task but they received the intervention on communication afterwards. Intervention and control group were statistically compared based on a checklist. Twenty-nine medical students took part in the study. The results showed that the medical students had basic competencies in dealing with written communication independent if they received the intervention (CG: M = 3.86 ± 1.23 vs. IG: M = 4.07 ± 1.03; p = 0.625). Similar results were also for the emotional competency ratings (MCG = 3.36 ± 1.08; MIG = 3.67 ± 0.98; p = 0.425).The intervention was able to lead to a more appreciative response toward patient. Intervention on basic competencies such as simple language and clear presentation might not be needed as an integral part in medical education. However, medical students should learn how to present empathic and authentic behavior in written online communication.

The Need for Spanish Communication Classes in Medical Education

The Need for Spanish Communication Classes in Medical Education

Français à la Nouvelle-Orléans par Charles A. Mignot

Reviewed by: Français à la Nouvelle-Orléans par Charles A. Mignot Florin Beschea Mignot, Charles A. Français à la Nouvelle-Orléans. OER, 2021. The first observation in this open educational resource is the "can do" approach exhibited by the table of contents by scaffolding students' strengths and interests, rather than insisting on difficulties and rescuing the learner. The learning outcomes are present at the end of each lesson as well, with the option for the student to self-assess their applied readiness on three levels. The author structured the resource as follows: Three sets of textbooks (Livres 1-3) distinguished by three levels (Niveau 1-3) with each containing 24 lessons. Each Livre is accompanied by two Cahiers, in which there are two Devoirs assigned to each corresponding Leçon in the textbook. The copious material (for a total of nine PDF files) offer effective usage as a whole, and by chapter, theme, and individual need. Since this resource is searchable, it is easy to find diverse exercises to supplement class and student needs. I do not feel comfortable assessing this material as I would a normal textbook, since it varies in both format and structure. However, the PDF format is accessible to both instructors and students, offering a more affordable printing option than other materials on the market. The structure of this material is not always systematic; it follows a traditional vocabulary-grammar-pronunciation approach, spoken and written skill building exercises, and activities in the first two Livres. However, Livre 3 is divided between several "Découverte de la langue" sections followed by "Pratique de la langue" sections, spotted with "Pause langue" exercises, and "Compréhension" checks. A plethora of activities are found both in the Livres and the workbooks (Cahiers), including, for instance, fill-in-theblank, transformation, and substitution exercises. However, I could not access many activities that mention videos and audio files so these aspects remain a hidden resource to me. I also noticed that the author is relying heavily on writing. There are no formal new vocabulary or grammar modules to introduce to students (typical for a communicative class or lesson format). The vocabulary is directly introduced in exercises, while the grammar and pronunciation modules have their own set of explanations, which are sometimes extensive. In terms of cultural-learning modules, I believe the exercises focus outside of the New Orleans area or theme, instead of in it (be it Louisiana French language, culture, artistic expression, particularities, etc.). While this extensive language practice resource could focus more on La Nouvelle Orléans, it is a fantastic source of exercises and activities to do in class with your students, or to assign as homework. [End Page 179] Florin Beschea Davidson College (NC) Copyright © 2023 American Association of Teachers of French

Outcome of Communication Training in Veterinary Studies: Influence on the Perception of the Relevance of Veterinary Competencies and Self-Assessment of Communication Skills.

Since communication skills contribute significantly to professional success among veterinarians, there is a particular focus on developing communication classes in veterinary curricula. At Freie Universität Berlin, an e-learning course covering the basics of communication and a practical communication course based on role plays with and without simulation persons have been established. The outcome of these communication courses on the assessment of the relevance of several veterinary competencies and on the self-assessment of communication skills using the SE-12 questionnaire was investigated. For this purpose, students were surveyed before and after the e-learning course as well as before and after the practical course. Veterinarians were also surveyed on the relevance of veterinary competencies. The relevance of communicative competencies for professional success was rated significantly higher by the students after completing the practical course than by the other students and the veterinarians. Self-assessment of communication skills showed little increase after the e-learning course, but a significant increase after the practical course. Thus, an effective outcome of the communication classes was observed mainly after the practical course. However, the effect of the e-learning course cannot be ruled out since the students participating in the practical course have also completed the e-learning course beforehand.

BENEFITTING STUDENTS WITH KNOWLEDGE-SHARING PRACTICES IN CULTURAL-BASED EDUCATION

The majority of students in higher education find it challenging to understand cultural differences and communicate in English. In reality, students' enthusiasm wanes as a result of distractions like poor internet connections and challenging coursework. Using knowledge-sharing techniques in this situation is a solution to overcoming these challenges. The purpose of this study is to describe how students feel about using knowledge-sharing techniques in an online intercultural communication course. Three English Department students who participated in the research's Knowledge-sharing Practice in Intercultural Communication Learning at a university in Bogor were the main subjects of the study. Students in intercultural communication classes at higher education institutions range in age from 20 to 22 and academic standing. Focus groups discussion, interviews, and other forms of narrative inquiry were used in this qualitative study. This study discovered that implementing knowledge-sharing practices in online learning aids students in removing confusion from Intercultural communication classes, encourages higher education students to voice their opinions, aids higher education students in showing respect for cultural differences, stimulates students to think critically, encourages students to participate in the discussion, and inspires students to study abroad, but it is still challenging for them.

Bachelor of Arts in Communication Students Asked: “What is my Contextual Communication Competence Level?”

In general, students need to be able to interact and communicate with one another from all walks of life, whether they are in personal or professional settings. Therefore, it is essential to examine students’ communication skills to ascertain whether they have adequate competence or not. In this regard, this research endeavored to determine the contextual communication competence of 266 Bachelor of Arts in Communication (BA Comm) students in one prime state university in Cordillera Administrative Region, Philippines. Through a quantitative-descriptive research design, one result revealed that BA Comm students are able to use their understanding of successful and appropriate communication patterns in public, meeting, group, and dyad situations with an average level of contextual communication competence. On the same level, BA Comm majors are committed to the field because they have the necessary communication abilities to adapt and improve various communication tactics when conversing with friends, acquaintances, and strangers. Lastly, compared to female BA Comm students, male students are more self-assured and open to communicating in various communication contexts, such as in public, meeting, group, or dyad contexts, as well as with strangers, friends, and acquaintances. Further, BA Comm students see a growth in their level of contextual communication competence as they move through their year levels because of their communication classes and social involvement. Recommendations are also included for future research directions.