Interpersonal Communication Course Research Articles

STRATEGIES FOR COPING ANXIETY BY THE STUDENTS IN CONDUCTING ORAL PRESENTATIONS

The purpose of this study is to cope students’ anxiety in conducting oral presentation in English for Interpersonal Communication course by applying strategies proposed by Kondo. The students taking part in the first semester in English of Interpersonal Communication course were chosen as the subject of this research. This research used descriptive qualitative method according to student’s experiences. Interviews were performed to collect data. The results show that there are several students show speech anxiety in delivering their oral presentation. Some students have also done some strategies such as concentration, positive thinking, preparation, and relaxation. Besides, the students have several practices every day to cope their anxiety.

Transforming Experiential Learning in the Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys During the COVID-19 Pandemic and Beyond

Drawing upon my own experience as an educator, I describe and reflect upon my experiential learning-pedagogical process of transforming my fall 2020 Zoom-based honors interpersonal communication course in which my students traversed through a series of experiential learning activities called Interpersonal Enrichment Journeys. Quantitative and written data revealed that students achieved desired learning outcomes and strengthened much-needed interpersonal connections despite the circumstances and stressors induced by the pandemic. Interpersonal Enrichment Journeys can be replicated to maximize the features of quality online courses identified by Kaufman and Vallade (2022), such as helping students develop personal connections in a positive learning climate and ensuring that “students are getting the information and interaction they need to be successful” (p. 153).

Online Teaching and Learning: A Study On Students' Perception On Interpersonal Communication Course

Online Teaching and Learning: A Study On Students' Perception On Interpersonal Communication Course

A curricular view of communication course offerings of National Communication Association department members

ABSTRACT The purpose of this study was to continue the trend of identifying the course offerings of National Communication Association (NCA) department members started by Wardrope (1999). A curricular profile of U.S. communication departments. Communication Education, 48(3), 256–258. https://doi.org/10.1080/03634529909379173 and followed by Bertelsen and Goodboy (2009). Curriculum planning: Trends in communication studies, workplace competencies, and current programs at 4-year colleges and universities. Communication Education, 58(2), 262–275. https://doi.org/10.1080/03634520902755458. Supported by an Advancing the Discipline grant obtained by the NCA in 2019, this third iteration identifies the Top 30 course offerings across 322 NCA Department members as of May 2020. The results indicate that over the past three decades, the most currently offered communication courses have remained relatively stable, with the interpersonal communication course remaining the most currently offered course by NCA department members, followed (in this study) by the persuasion, introductory, intercultural, public speaking, organizational, group, research methods, argumentation and debate, and theory courses. Future researchers might extend this line of research by inquiring whether these offered courses are required for the undergraduate degree in communication, a department major or area of emphasis, a department minor, or institutional graduation as well as probe the graduate courses offered by communication departments.

KSZTAŁTOWANIE KOMPETENCJI KOMUNIKACYJNYCH NA POZIOMIE AKADEMICKIM. ARS BENE DICENDI NA PRZYKŁADZIE MOWY OSKARŻYCIELSKIEJ HIPOLITA KIRYŁOWICZA Z POWIEŚCI „BRACIA KARAMAZOW” FIODORA DOSTOJEWSKIEGO

The paper proposes the employment of exemplary rhetorical tropes and figures present in literary works for further development of presentation skills in tertiary education students through strengthening their communicative competence. It reflects on rhetorical devices (both semantic and syntactic) and figurative language based on Dostoevsky’s Karamazov Brothers to be later-on used in a contemporary business context to a make any public presentation less of a bore. It strongly promotes and hopefully envisions the great comeback of long-forgotten rhetorical studies that should be reintroduced in HEI agendas in the form of Interpersonal Communication and Public Presentation courses.

The dark side of Modern Love: Introducing the dark side of interpersonal communication

This single-class activity provides an opportunity for students to understand qualities of the dark side of interpersonal communication better. To achieve this goal, students review a series of articles from The New York Times’ “Modern Love” column. Students are introduced to the dark side of interpersonal communication and then work in a pair or small group to apply this knowledge to the provided examples. During the debriefing, students are asked to identify which dark side of interpersonal communication elements were present in their selected articles. Students who participate in this activity leave with a variety of applied examples and refined knowledge about what the dark side of interpersonal communication is.Course: This assignment is designed to be used in a dark side of interpersonal communication course. Instructors might also choose to implement this exercise within a dark side unit in the introductory interpersonal communication classroom.Objectives: Students who complete this activity should be able to: (1) describe the dark side of interpersonal communication; (2) analyze and apply examples from contemporary relationships (i.e. The New York Times’ “Modern Love” column) to current dark side of interpersonal communication scholarship; and (3) identify common dark side of interpersonal communication topics.

A Pedagogical Guide to Teaching an Interpersonal Communication Course

This forum article focuses on the instruction of an interpersonal communication course. Interpersonal communication courses are widely included in undergraduate communication curriculum and can be fundamental to student development. The authors provide foundational material and various content areas generally included in such a course. The authors also provide various applied assignments and issues to consider when teaching an interpersonal communication course.

Hearing Is Believing: Using Audio Feedback in the Online Interpersonal Communication Course

The introduction to interpersonal communication course (IPC) is popular for both communication majors and nonmajors alike, and as such, many departments have designed online versions of the course. Teaching IPC in this format has challenges, given its dual emphasis on theoretical understanding and skill-building. This reflection essay explores the efficacy of providing audio feedback on essays in the online IPC course, as a way to create a positive online presence, manage the grading load, and encourage students to implement the feedback. The rationale for this approach to feedback and implementation strategies are provided, as well as a discussion of outcomes from the intervention. A review of course data and perceptions indicated gains in student application of course material and satisfaction with the audio feedback mechanism.

Learning from Interpersonal Communication Course

The present study investigates Interpersonal Communication (IPC) Course in Faculty of Communication and Media Studies at Eastern Mediterranean University (EMU) in summer school 2017. It seeks to explore how students gain information through experiential knowledge from IPC course whereas this course taught students about self-awareness based on constructivist theory and helped them use their experiences for creating their own knowledge. This IPC course also tried to teach them how to develop their own knowledge then transfers to their lives. Participants of the study were chosen from both Turkish and English IPC course with based on ethnographic approach and focus group was used for data collection in order to understanding deeply students’ opinions, experiences, and awareness about IPC in their lives.

Creating Community Outside of the Classroom: Strategies for Integrating Second Life into the Interpersonal Communication Course

Creating Community Outside of the Classroom: Strategies for Integrating Second Life into the Interpersonal Communication Course

‘I Found It!’ A smartphone GPS treasure-hunting game in a flipped English class

ABSTRACTIn this project, 10 female Japanese students in the Advanced Interpersonal Communication course at a Japanese university used smartphone technology and a downloaded application to search for containers (called caches or geocaches) that had been hidden near the university campus by their instructor. The instructor placed different assignments in each of the five hidden caches. These assignments asked students to make two videos: one about their experiences while hunting for the caches and the other made by group decision based upon the assignments discovered in the various boxes. Via their comments, students indicated that they had become intrinsically motivated by their experiences throughout the project. They felt connected to others around the world, enjoyed the processes involved while searching for their assignments and had a rewarding experience making and presenting their videos. Although this project took place in an English as a foreign language setting in Japan, this project is highly recommended for English as a second language teachers in settings where English is spoken extensively outside of the classroom.

Twisted Leadership: A Visual Example of Leadership Style Using a Human Knot

CoursesBasic Hybrid Course, Group Communication, Organizational Communication, Interpersonal Communication, and Gender Communication courses across face-to-face and hybrid formatsObjectivesAfter completing this activity, students will be able to: (a) categorize leadership styles, (b) articulate differences in leadership styles, and (c) critically appraise the interplay of different leadership styles.

Community Partners' Assessment of Service Learning in an Interpersonal and Small Group Communication Course

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.

Adjusting medical school admission: assessing interpersonal skills using situational judgement tests

Today's formal medical school admission systems often include only cognitively oriented tests, although most medical school curricula emphasise both cognitive and non-cognitive factors. Situational judgement tests (SJTs) may represent an innovative approach to the formal measurement of interpersonal skills in large groups of candidates in medical school admission processes. This study examined the validity of interpersonal video-based SJTs in relation to a variety of outcome measures. This study used a longitudinal and multiple-cohort design to examine anonymised medical school admissions and medical education data. It focused on data for the Flemish medical school admission examination between 1999 and 2002. Participants were 5444 candidates taking the medical school admission examination. Outcome measures were first-year grade point average (GPA), GPA in interpersonal communication courses, GPA in non-interpersonal courses, Bachelor's degree GPA, Master's degree GPA and final-year GPA (after 7 years). For students pursuing careers in general practice, additional outcome measures (9 years after sitting examinations) included supervisor ratings and the results of an interpersonal objective structured clinical examination (OSCE), a general practice knowledge test and a case-based interview. Interpersonal skills assessment carried out using SJTs had significant added value over cognitive tests for predicting interpersonal GPA throughout the curriculum, doctor performance, and performance on an OSCE and in a case-based interview. For the other outcomes, cognitive tests emerged as the better predictors. Females significantly outperformed males on the SJT (d = -0.26). The interpersonal SJT was perceived as significantly more job-related than the cognitive tests (d = 0.55). Video-based SJTs as measures of procedural knowledge about interpersonal behaviour show promise as complements to cognitive examination components. The interpersonal skills training received during medical education does not negate the selection of students on the basis of interpersonal skills. Future research is needed to examine the use of SJTs in other cultures and student populations.

The Interpersonal Competence Development Project: The Intersection of Theory and Practice

Objective: The goal for this project is for students to develop their interpersonal communication competence. Students identify an interpersonal competency (skill) that they wish to develop (or eliminate) to become a more effective communicator. Courses: This assignment is designed for use in a skills-focused undergraduate interpersonal communication course.

The Interpersonal Development Project: Bridging Theory and Practice in Interpersonal Communication Courses

Courses: Interpersonal Communication, Communication and Conflict Objectives: Students will develop theoretical knowledge of specific student-selected interpersonal communication theories and concepts. Students will apply theoretical knowledge to their own communication practices and track improvement over time.

Competence, Personality, and Self-Efficacy: Relationships in an Undergraduate Interpersonal Course

Interpersonal communication competence is an evaluative impression of the quality of interaction (Spitzberg & Cupach, 1984). Such impressions derive from enacting skills associated with effectiveness and appropriateness in interactions. Andersen (1987) included communication competence in his discussion of communicative predispositions, which he defined as constructs that “explain and predict communication behavior and attitudes” (p. 50). Although developing students' skills is a goal for many professors in interpersonal communication, several stable traits or personality factors also appear to influence acquisition (Daly & Bippus, 1998; Greene, 2003). In addition, students' self-perceived efficacy in respect to developing competence might also relate to their ability to focus on certain skills. The purpose of this research project was to determine the relationships among interpersonal communication competence, personality traits, and self-efficacy for students who have nearly completed an interpersonal communication course.

E-Priming the Listener: Sensitizing Students to Listening for Verbal Aggression

This paper argues that the concept of E-Prime (E′) holds practical benefits to effective listening for students of interpersonal communication. In advancing this argument, the paper includes a concise review of relevant literature on E-Prime, defensiveness, and conflict, with particular emphasis on verbal aggression. The literature demonstrates that traditional imperatives to reduce listener defensiveness need careful consideration. In fact, offering unqualified assertions for listeners to reduce defensiveness may place students at undue risk for harm. This paper reviews pedagogical uses of E-Prime in interpersonal communication courses.

Creating Opportunities for Interaction and Critical Reflection in the Interpersonal Communication Course: Completing Random Acts of Kindness

Courses: Interpersonal Communication, Basic Course Objective: To identify and analyze interpersonal communication concepts in everyday interactions

Utilizing Contemporary Short Fiction in the Interpersonal Communication Classroom

Course: Any undergraduate interpersonal communication course Objective: Students will apply interpersonal communication concepts and theories to their readings of short stories; the goal is for students to see the utility of course material for understanding human interaction.