Instructional Communication Research Articles

Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives

This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a precondition for effective instructional communication (IC), with the latter being essential for higher cognitive processes, positive affects, and better performance in the learning environment. The reported study used questionnaires comprising open-ended questions to survey 341 content instructors who taught on 26 undergraduate programs with English as the MI (EMI) in a Saudi public university. Thematic analysis was used to analyze the resulting qualitative data, and the results reveal four themes. The first theme is the advantages of using the students’ mother tongue (Arabic in this case) as an MI; the findings show that doing so is related to robust IC, with the latter leading to better cognition, positive affects, and stronger performance in the learning environment. The second theme is the advantages of using EMI, which can be classified into three main areas: more educational resources, better international research collaboration, and more international job opportunities. The third theme is the use of code-switching in EMI classes because of poor IC; instructors code-switch for three purposes: cognitive, affective, and performance. The fourth theme is suggestions from participants for how to improve IC in EMI programs: the findings recommend the use of IC theory and linguistic relativity to examine EMI programs; also, collaboration among IC researchers, cognitive linguists, and EMI researchers will help understand how the MI influences students’ success; furthermore, policymakers must design curricula that consider the perspectives of content instructors and provide them with training to overcome several IC barriers in EMI programs.

Response: why instructional communication scholars should use accurate, applicable, and inclusive methodologies

Response: why instructional communication scholars should use accurate, applicable, and inclusive methodologies

Missing data and careless responses: recommendations for instructional communication

Missing data and careless responses: recommendations for instructional communication

ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses

This empirical study examines ChatGPT as an educational and learning tool. It investigates the opportunities and chal-lenges that ChatGPT provides to the students and instruc-tors of communication, business writing, and composition courses. It also strives to provide recommendations. After conducting 30 theory-based and application-based ChatGPT tests, it is found that ChatGPT has the potential of replacing search engines as it provides accurate and relia-ble input to students. For opportunities, the study found that ChatGPT provides a platform for students to seek an-swers to theory-based questions and generate ideas for ap-plication-based questions. It also provides a platform for in-structors to integrate technology in classrooms and conduct workshops to discuss and evaluate generated responses. For challenges, the study found that ChatGPT, if unethically used by students, may lead to human unintelligence and un-learning. This may also present a challenge to instructors as the use of ChatGPT negatively affects their ability to dif-ferentiate between meticulous and automaton-dependent students, on the one hand, and measure the achievement of learning outcomes, on the other hand. Based on the out-come of the analysis, this study recommends communica-tion, business writing, and composition instructors to (1) re-frain from making theory-based questions as take-home as-sessments, (2) provide communication and business writing students with detailed case-based and scenario-based as-sessment tasks that call for personalized answers utilizing critical, creative, and imaginative thinking incorporating lec-tures and textbook material, (3) enforce submitting all take-home assessments on plagiarism detection software, espe-cially for composition courses, and (4) integrate ChatGPT generated responses in classes as examples to be discussed in workshops. Remarkably, this study found that ChatGPT skillfully paraphrases regenerated responses in a way that is not detected by similarity detection software. To maintain their effectiveness, similarity detection software providers need to upgrade their software to avoid such incidents from slipping unnoticed.

Understanding Instructional Communication towards Elementary School Students in English Classroom

English teachers and students face difficulties grasping the meaning, leading to misunderstanding. This study aims to analyses the use of conversational implicature focusing on instructional communication in an English classroom. The research used qualitative methodology and descriptive analysis as the design. The instrument consisted of observations and documentation. The research data used video recording during an English classroom process. The participants of this study involved an English teacher and students in grade 5 at an Islamic private elementary school. This study used an interactive analysis model consisting of collection, reduction, conclusion and verification. This study indicated that English teachers and students used the four maxims of conversational implicature focusing on instructional communication, with 18 utterances. The maxim of quantity consisted of 3 utterances. The maxim of relation consisted of 5 utterances. The maxim of manner consisted of 4 utterances. The most dominant conversational implicature was the maxim of quality consisting of 6 utterances. It showed that the interaction between English teachers and students needs to provide factual and accurate information. Therefore, it becomes necessary for English teachers and students to understand the language's meaning in instructional communication by involving the conversational implicature or four maxims, particularly in elementary school.

Spreadsheets, Software, Storytelling, Visualization, Lifelong Learning: Essential Data Skills for Journalism and Strategic Communication Students

To facilitate greater integration of statistical reasoning and data instruction in journalism and mass communication (JMC) college curricula, this research note advocates designing collective instruction for journalism and strategic communication students organized around the data literacy construct. It introduces a Data Project Lifecycle model that maps statistics, data, and computational skills discussed across the literature, and which can be used in instructional design. Input from 24 journalism and strategic communication practitioners with data experience identifies essential data skills for JMC graduates: spreadsheet wherewithal, fluency in industry-standard software, ability to tell compelling stories with data, visualization, and self-directed learning.

Exploring topics and trends in Chinese ATC incident reports using a domain-knowledge driven topic model

The primary objective of this study is to discover hidden topics and trends from historical ATC incident reports. A novel domain-knowledge driven topic (DDT) model is proposed to explore the embedded patterns and hidden connections in ATC incident reports. Seventeen-year ATC incident records are collected from Local Air Traffic Management Branch of Civil Aviation Administration of China to illustrate the procedure. First, a total of twenty topics are identified from the collected reports, including aircraft-flight-operation related topics, crew-activities related topics, airspace-control-transfer related topics and others. Then, the topic evolution trend over years is explored, which identifies four hot topics and four cold topics over the study period. The results reveal that in general the contributing factors of ATC incidents are gradually shifting from external factors (e.g., radar equipment or aircraft components) to human related factors (e.g., instruction communication or handover of airspace control) due to the improved quality of communication equipment and some adjustments of ATC rules over the past two decades. Finally, the topic evolution analyses across different ATC areas and flight phases are further conducted. The findings indicate that the potential causes of ATC incidents are different across various ATC areas and flight phases due to the variation in geographical environment and local policies. The results of this research can help local ATC authorities conduct efficient safety performance assessment, implement proactive countermeasures for specific areas to enhance air traffic safety, and provide aviation authorities with insightful suggestions for ATC process optimization and design.

In-Demand Instructional Communication Competencies for Organizational Trainers

An analysis of surveys ( N = 143) and interviews ( n = 34) with human resources and talent development professionals suggest respondents desired corporate trainers who were competent communicators—who could deliver content effectively in an engaging manner. Nonacademic trainers and subject-matter experts (SMEs) were often perceived as less adept at presenting complex material than academics who were considered SMEs in their fields and in the practice of teaching. Based on these findings, we recommend communication academics who desire to train in organizational settings market their expertise in instructional communication to training managers and SMEs seeking professional development.

Outreach within: applying instructional communication to the landscape of higher education

Outreach within: applying instructional communication to the landscape of higher education

The contribution of instructional communication research to teaching–learning beyond the classroom

The contribution of instructional communication research to teaching–learning beyond the classroom

The Student Veteran Instructional Communication Training (SVIC): An Analysis of Student Veteran Instructional Needs and Corresponding Instructional Behaviors

Student veteran’s (SV) transition into academic life is challenging, and faculty/staff are uniquely positioned to support this change. Research calls for academic faculty/staff training to support SVs’ and aid in their retention and academic success. Framed by Rhetorical and Relational Goal Theory (RRGT; Mottet et al., 2006), qualitative data identified SVs’ instructional communication needs and produced a faculty/staff training program. Twenty-three SVs were interviewed about their instructional communication needs, namely, a need for: Structure, Integration, and Awareness. These needs were translated into instructor communication behaviors, and a SV instructional communication training (SVIC) was created to (a) promote organization, (b) facilitate assimilation, and (c) demonstrate conscientiousness to meet the rhetorical and relational of SVs.

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.

Analysis of teacher instructional communication barriers

During the Covid-19 pandemic, education in Indonesia was held using the blended learning method, or a combination of online and offline education and learning patterns. This condition creates obstacles for teachers in the Districts of Kebon Jeruk and Grogol Petamburan in the process of effective learning communication. This study aims to identify barriers to teacher instructional communication in two sub-districts during the Covid19 pandemic. Empirically this research was conducted so that pedagogic competence in terms of teacher instructional communication can create a climate of Active, Innovative, Creative, Effective, and Fun Learning (PAIKEM). The discussion in this study uses the Shannon Weaver communication model. This study uses qualitative and descriptive methods with a case study approach. Data collection was also carried out by observing the teachers of SDN Duri Kepa 03 Kebon Jeruk District and Al Chasanah Junior High School, Grogol Petamburan District, West Jakarta while teaching offline and online. This study uses purposive sampling, ie from the beginning, the sample has been determined with specific considerations, namely those who are considered to have the ability and competence to provide maximum data. The results showed that the steps in instructional communication could overcome the communication barriers. The conclusion of this study is that by identifying communication disorders that occur and carrying out 10 steps of instructional communication, then pedagogic competence in terms of aspects of teacher instructional communication during the Covid-19 pandemic can be overcome.

Still passed over: race and the forgotten professors and students of color

ABSTRACT This study shines a light where attention is needed; it is an assessment of our progress in our search for and improvement of pedagogical knowledge. More specifically, we address how well we have responded to Hendrix and Wilson’s (2014) call in Virtual Invisibility: Race and Communication Education to move away from the same topics: thereby, seeking new and productive ways to address issues like the diversity that reflect current societal changes and classroom demographics. The results of this blended thematic/content analysis of 262 publications in Communication Education from 2014 to 2019 reveal that, while the body of instructional communication scholarship has evolved and expanded into more complex areas, race is still passed over.

KOMUNIKASI INSTRUKSIONAL PADA PROGRAM KESETARAAN PAKET C

Students in the high school equivalency program have their own uniqueness including: age, marital status, and socioeconomic status. They have experienced dropout and have not carried out learning activities for a long time. During the COVID 19 pandemic, most of the learning process takes place online, which is not easy for them. The research entitled "Instructional Communication in the High School Equivalency Program" intends to find out how the instructional communication model between tutors and students of the high school equivalency program in PKBM Patrakomala Bandung. The purpose was to analyze the interaction between tutors and students, the application of learning methods, the use of media, and the obstacles faced in the instructional communication process. This study uses a qualitative method with a case study approach. This study also uses constructivism theory from Jesse Delia. The results show that offline interactions are transactional, while online interactions are interactional. The learning methods used are: independent learning methods, assignments, lectures, and questions and answers. Tutors have full authority to determine the learning method to be used. The media used are seTARA Daring and WhatsApp groups. The obstacles encountered come from personal and situational variables of the students.

Effectiveness of Explicit Communicative Instruction on Improving Palestinian English Majors' Grammaring of Conditionals

The current study seeks to investigate the impact of integrating explicit instruction and communicative language activities (implicit teaching) on improving Palestinian English majors' grammaring (form, meaning, and use) of conditionals. The study adopted the experimental approach. Thus, thirty-two English majors from the University of Palestine in Gaza city were assigned as the participants. For intervention, eight sessions of one hour and a half each were conducted to provide explicit communicative instruction on conditionals for the target participants. The participants were exposed to a pre-posttest to collect data related to their efficiency at conditionals. The result showed that the participants' scores in the posttest outperformed the results of the pretest. The statistically recorded positive results confirmed the effectiveness of explicit communicative instruction on improving Palestinian English majors' grammaring of conditionals. The researcher has concluded that grammar explicit communicative instruction is of paramount importance that can improve grammar learning in its three dimensions; form, meaning, and use.

Cognitive and Graphic Design Principles for Creating Well-Organized, Visually Appealing Slide Decks

Slide decks are a ubiquitous form of communication in both academia and business, and business communication instructors must be able to model and teach multimedia design principles. The literature regarding multimedia design has traditionally fallen into two camps: the cognitive school, focused on designing multimedia messages that accommodate human cognitive architecture, and the graphic design school, focused on using visual appeal as a tool for conceptual organization. I synthesize representative models from each school to provide theoretically derived and empirically supported principles for designing slide decks that are both well-organized and visually appealing.

INDIVIDUALISME-KOLLEKTIVISMEDIMENSIE VAN KUL TURELE VARIASIE

Meaningful instructlona' communication. In a multicultural context is only possible if the participants on the one hand take into account similarities, and on the other hand show mutual understanding for inter alia, differences in culturally detennined habftt; of thought and communication patterns. One way of 'understanding the Innuence of different cultural orientations on Instructional communication, is to con,lder aspects of the dimensions of cultural variation. In this regard tt could be argued that the indlvidualism-coUectivlsm dichotomy can probably be regarded as the most important dimension. This article pOliti the communication implications that certain individualism- collectivism related trends and patterns haYe in a teaching context. This is achieved by virtue of a comprehensive overview of recent scientific literature, as well as the findings of a research project conducted on the campus of the UOFS.

Communication as Design: How a Multimodal Assignment Establishes Communication’s Role in Engineering Design and Provides Stability to a Large Course System

This teaching practice paper describes and reflects on the Engineering Observation, a multimodal communication assignment in a first-year engineering communication and design course. The assignment is designed to accomplish two major goals. First, it fills a pedagogical gap by establishing multimodality and engineering discourse as the foundations of communications instruction and practice in the course, while also establishing communication as an integral part of—and not separate from—design practice. Second, it helps solve problems stemming from the complexity and scale common to large design courses by contributing to the systematic stability of the course. This second goal depends on framing such a course as a system, from the “ecological perspective.” These dual goals are found to be inherently connected, and deliberate care has been given to ensure that they are aligned, mutually supportive, and as effective as possible while ensuring that the assignment supports, and does not negatively impact, connected aspects of the course. Finally, I assess the assignment in its current iteration and consider future directions for the assignment itself as well as this research.

MOTIVASI ANGGOTA IPRAHUMAS INDONESIA DALAM PENULISAN KARYA TULIS ILMIAH

Professional development must be carried out to increase the value of quality and the professional welfare of functional workers in government institutions. Professional development efforts can be made by writing published scientific papers (KTI). The existence of scientific work becomes essential and is a prerequisite for those who want to improve the hierarchy of ranks and positions in government institutions. Scientific works published in scientific journals on behalf of individuals and groups that discuss social and public relations phenomena can be used as the performance standards barometer for government public relations functional employees to get income incentives. This study aims to identify and explain the instructional communication strategies and motivations of the Iprahumas Training participants in writing scientific papers. The research method used is the form of a survey in the form of a census of all participants of the training in writing scientific papers, namely the public relations institutions who are members of the Indonesian Public Relations Official Association (Iprahumas). The data collection technique was carried out by giving questionnaires to the participants, which were equipped with observation guidelines, interviews, and literature studies. Research shows that the motivation of Iprahumas scientific papers writing training participants is still low, namely 71.4% are unable to write scientific papers. That is because participants have limited knowledge and experience writing scientific papers in scientific journals. The participants tried to be able to implement communication strategies in the form of continuous technical guidance regularly with mentors through the WhatsApp social media group. The study's conclusion showed that the participants' understanding of scientific writing through scientific writing training was still low, which had implications for the participants' motivation to decrease. Only a few participants prepared the type of scientific article writing during the scientific writing workshop.