Communication Course Research Articles

ТЕХНОЛОГИИ И ФАКТОРЫ ФОРМИРОВАНИЯ ЭТНОКУЛЬТУРНОЙ ИДЕНТИЧНОСТИ МОЛОДЁЖИ

Introduction. In the context of the interpenetration of national cultures, the development and unification of mass culture, the issues of preserving the cultural uniqueness of ethnic communities directly depend on their cultural and ethnic identity. In this regard, the paper considers approaches to the concept of identity, highlights ethno-cultural identity, which, in the context of multicultural region, is one of the most significant in the structure of personal identities. Materials and research methods. The methodological basis of the study is a complex of pedagogical, philosophical, and cultural approaches to understanding identity, factors and ways of forming ethno-cultural identity. The empirical basis of the study is the findings of a sociological study conducted by the authors among the Buryat population of the Republic of Buryatia in 2020. The purpose of the study is to determine the factors for the formation of ethno-cultural identity and socio-cultural technologies used in working with the younger generation to facilitate this process. Results. The formation and development of ethno-cultural identity is influenced by a complex set of conditions and factors, as well as a variety of social institutions. The authors pay special attention to a number of indicators of ethno-cultural identity, which are formed as a consequence of traditional and acceptable social experience in the family, which is an integral part of the ethno-culture, which transmits ethnic characteristics gradually, in the course of everyday communication and interaction of the micro community members. On the basis of the author’s sociological research, the work demonstrates manifestations of various factors influencing ethnic identity. Particular attention is paid to technologies implemented in educational, cultural and leisure institutions aimed at maintaining the culture and traditions of the ethnic group, which, in turn, affects the ethno-cultural identity of its members.

Innovating the Communication Pedagogy: An Application of Flipped Classroom Technique in Communication Education

As students try to make sense of their college experience and the value of attaining a degree post-pandemic, educators are grappling with finding new methods to re-engage students in the classroom using a range of modalities. This case study explored student reactions to flipped classroom learning experiences, and possible relationship between the flipped classroom technique and academic performance in communication education. As a student-centric pedagogical method, the flipped classroom can offer a promising remedy for student disengagement, and the findings of this study provide supporting evidence for this conclusion. Students characterized flipped classroom as a very favorable learning experience as it 1) motivated and engaged them in the course, 2) encouraged them to make creative connections across course topics, 3) provided a self-paced, flexible learning environment, and 4) facilitated an authentic experience with the course material for deeper learning. Additionally, the quantitative analysis suggested that flipped classroom may have connections to students’ academic performance in a human communication and technology course. The findings are discussed within the framework of engagement theory, and pedagogical implications are advanced for future practices of flipped classroom within communication pedagogy, particularly as a tool to address increasing student disengagement after the COVID-19 pandemic.

Implementation of Blended Teaching Approach in Improving Writing Skills of Technical Students

Technology in the present scenario has taken a shape that changed the platform every sector in a unique way, providing better results, accessibility and creation of resources for the next generation. English language has become an important and integral part which acts as a bridge to collaborate and learn most sought after skills globally. Teaching writing in Indian scenario has been a tough task for language teachers as most of the educational institutions prepare students to perform well in the exams rather than improving student's writing and speaking skills because of the large-sized classrooms. In this scenario Blended teaching learning approach will be useful for language teachers to increase the student's participation in the activities and access their performance to provide better learning opportunities to the technical students. The availability of Internet facilities in the institutions and accessibility of teaching learning platforms made the possibility to teach writing skills in Blended mode in Language classroom with more effectiveness that improves the writing skills of technical students. Students active participation in traditional face to face classes will be followed by well-designed activities will enhance the learning experience and better understanding of writing expository texts in language class room. There are 20 first year B. Tech Engineering students participating in the project. They are taught three classes per week for Communicative English course offered by the Institute. This paper discuss the possibilities and implications of adopting Blended approach in teaching writing skills to encouraged active student participation and its effectiveness in improving confidence in students.

Feedback-based approach in teaching medical interviewing

Educational feedback is a facilitating tool in improving medical interviewing skills through simulation practices. The simulated patient (SP) programme at the University of Pécs Medical School aims to provide efficient help for educators and students alike in language for medical purposes, communication and clinical courses. The constructivist feedback methodological approach ensures that students in history taking classes learn from role-playing in simulated scenarios and the feedback offered from the simulated patient. Effective assessment includes the learners’ own reflection and the patients’ non-judgmental observation on perceived interpersonal communication skills, observed professional misconduct, students’ ability to cope in emotionally challenging situations, and suggestions for improvement. Giving feedback has to be offered regularly to enable improvement in medical communication and nurture self-confidence. Our questionnaire survey of the students who attended history taking courses involved both self-reflection and instructor feedback based on their performance during simulated scenarios. The results of the study demonstrated substantial developments in relationship-building skills and self-confidence for students in post-course clinical practice.

Teaching Reform Practice of Communication Courses Based on Ability Training -- Taking Communication Principle as an Example

With the development of the new generation of information technology, there is a shortage of compound application-oriented talents to meet the needs of the post. In combination with the actual situation of communication courses, explore the path of student ability training. Taking the course of Communication Principle as an example, the training objectives, teaching content, teaching mode, evaluation mechanism and other aspects are analyzed and designed to achieve the training of students’ post competency.

Incorporating mini lessons on the hidden curriculum in communication classrooms

The hidden curriculum (HC) consists of implicit knowledge rooted in curricula and found throughout students’ experiences navigating higher education (e.g. understanding professional email etiquette, graduate school applications and funding opportunities, or often taken-for-granted programs like Title IX and disability accommodations). In this semester-long activity, we encourage communication instructors to integrate HC mini lessons to share information that mitigates social capital and knowledge disparities, facilitates student reflection, and fosters classroom community. Through considering one’s positionality, strategically incorporating HC mini lessons, and seeking student feedback, instructors can share helpful and relevant information, encourage critical thinking about social issues, and develop rapport with students. Student outcomes associated with this activity include increased understanding of how to navigate higher education and positive student–instructor relational dynamics. Courses This semester-long activity is suited to introductory communication courses (especially regarding identity, positionality, power, and/or privilege) and other topical communication courses (e.g. interpersonal, organizational, cultural, or critical theory). Objectives Hidden curriculum (HC) mini lessons will help students to: (1) understand the HC and analyze how it impacts their academic experiences, (2) identify specific areas of the HC that they struggle with, (3) gain important knowledge to better navigate systems of higher education, and (4) foster a connected classroom community.

PENGEMBANGAN MODUL MULTIMEDIA INTERAKTIF BERBASIS SKENARIO PADA MATA KULIAH KOMUNIKASI ANTARBUDAYA & RESOLUSI KONFLIK

This development research aims to produce an interactive digital multimedia module in the Intercultural Communication and Conflict Resolution Course at Universitas Multimedia Nusantara. This development research uses the ADDIE model which consists of five stages, namely analysis, design, develop, implementation, and evaluation. The resulting product is an interactive digital module that uses scenario-based and is compiled on the elearning.umn.ac.id moodle platform. Data collection in this study used interviews, questionnaires, and tests which were then analyzed qualitatively and quantitatively. The trial process in this study involved experts and users. The experts involved are material experts, learning design experts, and instructional media experts. The user trial was carried out by involving students from the Communication Studies Program. Experts and users are given the opportunity to use interactive multimedia products and provide responses to the given questionnaire. The results of the final analysis show the level of product validity and feasibility is 84%. Furthermore, an evaluation test was carried out using the n-gain score to measure the effectiveness of the product by using a test of 20 questions pretest and posttes. The result is an n-gain score of 71%. Based on these data, it can be said that the product is feasible to use and effective enough to be a medium of learning in intercultural communication and conflict resolution courses.

DELINEATING STUDENTS’ ENGAGEMENT BASED ON LECTURER’S TEACHING STRATEGIES IN LISTENING COURSE

This study delineated the lecturer’s teaching strategies in listening for general communication course and described the impacts of those strategies in listening for general communication course toward the students’ engagement in the class. The participants were the first semester students in English Education Department, Faculty of Teacher Training and Education, Universitas Sulawesi Barat that consisted of five classes which contained of 135 students. While the lecture became a part of the reserch process itself. The technique of data collecting consisted of doing observation in learning process and also giving open ended questionnaire for the students. While technique of data analysis consist of transcribing data from recorded classroom observation and open ended question into written text. In brief, it could be concluded that in this class, the leacture applied two types teaching strategies namely autocratic style and permissive style. In autocratic style the lecture applied lecturing strategy and in permissive style the lecture applied Question answer strategy, Group discussion, Role playing, and Independent study. Based on the research, the most effective strategies in listening for general communication course were question answer strategy, role playing, and Independent study because those strategies made the students contributed in learning process like asking a question, giving opinion, tutoring their friends, and giving feedback weather in written or sopken form after listening the audio. While lecturing and group discussion were not appropriate for listening course because the students be more passive with less engagement. Therefore, it was suggested for the lecture to modify the way in using lecturing and group discussion strategies in listening for general communication course, in order those strategy be more efective in the other class session.

Promoting EFL Learners’ Proficiency and Motivation via Google Jamboard-based Autonomous Knowledge Sharing

This study examined how Google Jamboard-based autonomous knowledge-sharing advanced language proficiency and motivation in an online intermediate–high EFL communication course. For one semester, 30 Korean first-year college students shared their learning experiences beyond the classroom, enhancing their English communication competence via a weekly Jamboard. The students speaking and perceived proficiencies and motivation changes were examined. Overall speaking proficiency increased, except for pronunciation. Students acquired the ability to selfstudy, but this was insufficient for oral practice because distance learning limited direct interactions. Perceived current proficiency increased, but imaginary proficiency and English importance did not. Their ease in using English in their daily life improved, and they felt the gap between the current and imaginary proficiencies decreased. The ideal L2 self increased, based on instrumentality and integrativeness. This finding indicates that students understood that they were undergoing the process of becoming fluent English speakers. Hence, well-organized self-directed activities can promote autonomous learning behavior to improve language proficiency and motivation.

Current Situation of Agricultural Extension and Communication Course in Agricultural Higher Education in Türkiye

Tarımsal Yayım ve İletişim dersi; danışmanlık hizmetlerinde kullanılacak yöntem ve uygulamalar gibi teknik konuların yanı sıra kırsal toplum yapısı gibi sosyal konuları içermesi nedeniyle ziraat mühendisliği mesleğine, nitelikli bir danışman-üretici ilişkisine katkı sunabilecek bir derstir. Buna rağmen, ziraat fakültelerinin tarım ekonomisi bölümü dışındaki bölümlerinde bu ders tercih edilmemektedir. Bu çalışmada, Türkiye'de lisans düzeyinde verilen Tarımsal Yayım ve İletişim dersinin mevcut durumunun ortaya çıkarılması amaçlanmıştır. Bu maksatla 2022 yılı itibariyle 41 üniversitenin ziraat fakülteleri tam sayım örnekleme yöntemi ile çalışma kapsamına alınmıştır. Tarım Ekonomisi Bölümü dışındaki diğer bölümlerde dersin zorunlu işlenme oranı tarla bitkileri bölümünde %45, bahçe bitkileri bölümünde %28 ve hayvan bilimleri bölümünde %14 olarak belirlenmiştir. Bu sonuç, "Ziraat mühendisi" unvanına sahip birçok mezunun mezun oldukları bölümlerin müfredatlarında bu dersin bulunmamasından dolayı insan kaynaklarının önemini ve özelliklerini iyi anlamadan kariyerlerine başladıkları şeklinde yorumlanabilir. Bu eksikliğin telafi edilebilmesi için Tarımsal Yayım ve İletişim dersinin diğer birçok servis dersi gibi tüm bölümlerde zorunlu olarak okutulması gerektiği değerlendirilmektedir.

Development of Learning Media Using the Powtoon Application for Effective Communication Courses in Diploma 3 Medical Record and Health Information Department

Communication between health workers and patients is still a major problem in health services. Learning media are needed that can be used by students of medical records and health information to improve effective communication. The purpose of this research is to develop effective communication learning video media using the Powtoon application. This research method uses the ADDIE product development model. Validation of the development of learning video media through learning media expert tests and expert tests for Effective Communication subject matter. Test the effectiveness of learning media through pre-test and post-test on 70 students. The results of the learning media expert test from 4 learning videos averaged 95.42% (very feasible) and the lecture material test from Effective Communication course lecturers averaged 95.90 (very feasible). The results of the analysis of the pre-test average value of 78 and the post-test average value of 92.71. Through Paired t-test: Result = 0.000. Meaning: There is a difference between before and after treatment (learning using videos). Reason: The p value < 0.05 (95% confidence).

Key Agreement and Authentication Protocols in the Internet of Things: A Survey

The rapid development of Internet of things (IoT) technology has made the IoT applicable in many areas of life and has contributed to the IoT’s improvement. IoT devices are equipped with various sensors that enable them to perform the tasks they were designed for. The use of such devices is associated with securing communication between devices and users. The key stages of communication are the processes of authentication and the process of agreeing on session keys because they are the basis of the subsequent communication phases. The specially designed security protocols are used to secure communication. These protocols define the course of communication and cryptographic techniques employed for securing. In this article, we have reviewed the latest communication protocols designed to secure authentication processes and agree on session keys in IoT environments. We analyzed the proposed protocols’ security level, vulnerability, and computational and communication costs. We showed our observations, describing the requirements that a secure protocol should meet.

Introduction to Psycholinguistic Theory of Intercultural Communication

The author analyzes intercultural communication (IC): the speech activity to organize joint activities in a multicultural environment. In course of communication within a single culture, communicants produce speech messages that involve only linguistic signs bodies and require common consciousnesses for understanding. The speaker presents the reality with images of one’s verbally modeled consciousness to the recipient for perception; the latter uses this model to construct the perceived message content from the one’s consciousness images. The sign communication suggests a common language and images of consciousness. There isn’t seen any common consciousness in IC results in cognitive conflicts requiring instructive training to develop common consciousness and language, or an intermediary (interpreter) as a bearer of the proper consciousness. Understanding in IC requires preliminary definitions of key words in speech messages. Understanding with non-linguistic consciousness images among bearers of different ethnic cultures requires a preliminary acquaintance with these images. The theoretical underpinning of understanding in IC can involve A.N. Leontiev’s world image theory and the three-level model of the consciousness image by A.N. Leontiev - V.P. Zinchenko, including existential, reflective and spiritual levels. The world image is knowledge developed by an ethnic culture bearer in the enculturation to navigate in the reality. The existential level contains cognitive means providing for the orientation in the ethnic environment, at the reflexive level, the knowledge about reality ensures the ethnic survival in this reality. At the spiritual level, the consciousness bearer communicates with other individuals resulting in a human attitude to reality.

Propaganda u službi manipulativnog komuniciranja / Propaganda in the Service of Manipulative Communication

This paper focuses on propaganda as a form of one-sided, manipulative communication. We are exposed to various types of manipulation every day. Given that every form of manipulation involves some kind of interest, it is necessary then to tackle the very core of the issue i.e., to clarify the ways in which propaganda works to implicitly reach predetermined and desirable goals. Propaganda, as one of the communicative aspects of manipulation, has got an extremely complex content value and therefore the strongest influence on communication. It is important to note that communication as a category related to propaganda is, as such, mostly considered at the level of social groups, communities and the public. Propaganda communication, therefore, affects public opinion and can change the very course of communication. This paper aims to describe the relationship between propaganda and communication first, while correlating them to some other, similar concepts, such as informing. Further in the paper, we focus on the idea of propaganda as a planned and organized form of manipulation. In the final part, propaganda is considered within a broader framework of communication.

Teacher-Student Interaction for English-Medium Instruction (EMI) Content and Language Learning and the Effects of Implementing Multimodal Input of Classroom Interaction: University Students’ Perceptions

The discourse of interaction, Initiation-Response-Feedback (I-R-F) gained its popularity by fostering discussion between the teacher and learners but received critics for developing interactive communication in a controlled manner. With an attempt to provide pragmatic implications for EMI instructors, the study probed into perceptions of students (n=42) from different majors on how two pedagogical approaches (i.e., the I-R-F and the multimodal input of classroom interaction) differed in one EMI Cross-cultural Communication course in one middle-ranked university in Taiwan. The comparative, quasi-experiment research firstly investigated these students’ perceptions of teacher-student interaction for EMI content and language learning and secondly compared their perceptions on the implementation of the multimodal input of classroom interaction against the conventional baseline, the I-R-F. Both quantitative (i.e., survey) and qualitative (i.e., post-lesson student reflection journals and audio recordings) research methods were used. The survey results showed that these students were inclined to engage in extensive and substantial verbal output, expressed the importance of teacher-student interaction for learning the content of the course, and expected chances of lengthy verbal output and corrective feedback from the instructor. The results from students’ journals yielded that the instructor’s use of the multimodal input of classroom interaction significantly outperformed the use of the I-R-F in the categories of effectiveness, the level of student engagement, and the effectiveness of helping them learn the content. Ultimately, it was found that the use of the multimodal input of classroom interaction had triggered their higher-order of cognitive processing more (i.e., analyzing, evaluating, and creating).

INTERGENERATIONAL CONNECTIONS: TURNING POINTS IN COLLEGE STUDENT ATTITUDES ABOUT OLDER ADULTS AND AGING

Abstract Intergenerational Connections was a semester-long community-based engagement project in which thirty-four undergraduate students enrolled in a relational communication course met via Zoom with older adults in a long-term care facility for four dialogues about close relationships. The project used a Critical Interpersonal and Family Communication Pedagogy approach to have students critically engage with stereotypes and expectations about older adults through class readings, discussion, and interaction. The students wrote reflections after each dialogue and a final reflection expressing their expectations and experiences of interacting with an older adult. We analyzed the reflections using a turning point analysis and found two turning points related to Perceptions of Aging and Developmental Changes and Understanding and Expectations of Relationships. Students recognized stereotypes they held about older adults and aging and how engaging with an older adult dispelled many of those assumptions. Students were surprised by how much they had in common with their older adult partner. They learned about relationships through their dialogues with their partner and found many “words of wisdom” they wanted to incorporate into their relationships. In their final papers, students reflected on being advocates for older adults and how this project helped them understand that they can have conversations with older adults and not be afraid that they will not be able to connect. This paper will discuss how this community engagement project served to reframe aging for these young adults, and students’ recognition of the role that older adults play and the value that their involvement brings to society.

The Use of Simulated Patients Is more Effective than Student Role Playing in Fostering Patient-Centred Attitudes during Communication Skills Training: A Mixed Method Study.

While simulated patients (SPs) are considered a standard tool in communication skills training, there is no evidence thus far of their comparative benefit to the more cost-effective option of student role playing. We compared the effectiveness of both approaches in developing patient-centred attitudes in students. We retrospectively compared students who participated in the clinical communication course (CCC), based on student role playing (CCCsp-, n = 160), to students who participated in the CCC with SPs (CCCsp+, n = 146), and students with no formal CCC (CCC-, n = 122). We used validated questionnaires to assess patient centredness. We also conducted focus group interviews (FGI) to better understand the impact of CCC with sp. Students after the CCC with simulated patients achieved a significantly higher score in the patient-practitioner orientation scale than other groups (p < 0.001). There is a strong positive correlation between the implementation of simulated patients and patient-centred attitudes among students. Data from the FGI revealed that students perceived training with SP as more realistic, safe, and engaging than student role playing. Practice Implications. Our research provides evidence to justify costs and resources invested in simulated patient programs.

Culture Based Counseling Communication Skill Development Module

guide in improving culture-based counseling communication skills for guidance and counseling students and to describe the level of its application by lecturers of counseling communication courses in guidance and counseling service units at universities. This research method uses the ADDIE Research and Development model (Analyze, Design, Development, Implementation, and Evaluation). The research was conducted by testing research products in the form of modules and continued with discussion group forums (FGD) and data were analyzed using descriptive and inferential analysis. The results showed that the culture-based counseling communication skills module was at an average value of 4.80 and the usability test result was 4.33, which means that the module product designed is very feasible and can be used and passed the usability test by counseling experts. Furthermore, the culture-based counseling communication skills module can be used in learning for guidance and counseling students who have different cultural backgrounds.

Retracted: An Intelligent Teaching Strategy of Cross-Cultural Business Communication Course Based on Big Data

Retracted: An Intelligent Teaching Strategy of Cross-Cultural Business Communication Course Based on Big Data

How to say "I don't know": development and evaluation of workshops for medical students and surgical residents on communicating uncertainty using the ADAPT framework.

Uncertainty, or the conscious awareness of having doubts, is pervasive in medicine, from differential diagnoses and the sensitivity of diagnostic tests, to the absence of a single known recovery path. While openness about uncertainty is necessary for shared decision-making and is a pillar of patient-centered care, it is a challenge to do so while preserving patient confidence. The authors' aim was to develop, pilot, and evaluate an uncertainty communication curriculum to prepare medical students and residents to confidently navigate such conversations. The authors developed ADAPT, a mnemonic framework to improve student comprehension and recall of the important steps in uncertainty disclosure: assess the patient's knowledge, disclose uncertainty directly, acknowledge patient emotions, plan next steps, and temper expectations. Using this framework, the authors developed, piloted, and evaluated an uncertainty communications course as part of an ongoing communication curriculum for second year medical students in 2020 and with surgical residents in 2021. Learner confidence in uncertainty communication skills significantly increased post-class. Resident confidence in disclosing uncertainty was significantly correlated with observer ratings of their related communication skills during simulation. Students expressed positive experiences of the class, noting particular appreciation for the outline of steps included in the ADAPT framework, and the ability to observe a demonstration prior to practice. The ADAPT communication curriculum was effective at increasing learner confidence and performance in communicating uncertainty. More rigorous evaluation of the ADAPT protocol will be important in confirming its generalizability. The online version contains supplementary material available at 10.1007/s44186-022-00075-4.