Teaching Communication Strategies Research Articles

Teaching roles and communication strategies in interactive web broadcasts for practical lab and field work at a distance

Despite the widespread use of synchronous technologies in online and distance learning environments, it is still challenging for distance educators to use effective pedagogical strategies and ensure the best possible interaction for undergraduate students. Within science disciplines, teaching and learning are particularly challenging due to not being co-located with actual experimental equipment in laboratory or field settings. Compared to face-to-face practical work, socio-emotional challenges can exist in distance practical work. For instance, face-to-face settings make feedback, rapport and relationship-building more readily available whereas interaction and support may be hampered, delayed, or require frequent fostering in an online or distance learning environment. Several interactive learning environments can mitigate these challenges. For example, students and lecturers can converse in real-time using webcasting technologies as a way to observe practical work and enhance cognitive and affective engagement. Team-teaching and effective communication strategies can provide pedagogical and social synergy as well as increased student interaction and engagement. This study investigates the teaching roles and communication strategies teaching teams used in interactive web broadcasts across five undergraduate practical science and technology modules at a distance-learning university. Using a qualitative approach, the study used interaction analysis methods to analyse 14 web broadcast transcripts and text-chat logs. Focus groups, semi-structured interviews and questionnaire data from the teaching teams and students were conducted to gain a fuller picture of experiences using and engaging with web broadcasts. Results show that affective communication strategies predominated the web broadcasts although the most frequent was a cognitive strategy. The use of these strategies varied depending on the role that the teaching team occupied during the web broadcasts. Triangulation, which was applied to confirm the results from various methods, showed that the strategies used satisfied the interests and expectations of the students. The results are applicable to other distance and conventional campus-based institutions that offer courses in practical science and technology as well as those that deliver courses via synchronous delivery methods with a focus on student engagement and practical work.

Teaching Communication Strategy Tri Kaya Parisudha In The Establishment of Self-Image Students UKM Jegeg Bagus State Hindu University I Gusti Bagus Sugriwa Denpasar

The teachings of Susila study about individual behavior in good ethics. Behavior reflects the character of each individual in understanding Hindu religious values. But in reality the character and behavior of UKM students Jegeg Bagus not represent themselves as students Jegeg Bagus as a result the occurrence of deviations that are contrary to the teachings Tri Kaya Parisudha. So the importance of teaching values Tri Kaya Parisudha encourage effective communication strategies in forming a positive self-image. The formulation of the problem in this study is how the process, obstacles and implications of teaching communication strategies Tri Kaya Parisudha in the formation of self-image of UKM students Jegeg Bagus I Gusti Bagus Sugriwa State Hindu University Denpasar.This study uses a qualitative descriptive data method. Data collection techniques through interviews, observation and literature study. Data analysis techniques through data collection, data reduction, data presentation, data verification, and drawing conclusions. This study uses communication strategy theory, attribution theory and mass communication effect dependency theory.
 The results of this study indicate that the process of communication strategy is formed from habits and experiences that students gain through namely; 1) the process of students joining UKM Jegeg Bagus, 2) implementation of teachings Tri Kaya Parisudha in the formation of self-image,consistency of self-image formation, and 4) UKM student activities Jegeg Bagus. Barriers from internal factors; confidence, motivation, interests and talents and SME fundingGood jegeg. External factors from the social environment such as family, association and society. Non-social environment of time management and communication. Cognitive implications, namely expanding beliefs through deepening students' knowledge, affective implications, namely positive impressions of self-image formed by students and behavioral implications, namely controlling the expectations of others emotionally in forming a positive self-image.

A Community-Based Observational Study on Knowledge, Attitude, and Practice of Single-Use Plastics Ban in Rural Puducherry, South India

Background: India's industries produce nearly 9,000,000 metric tons of disposable plastic annually. Government of Puducherry implemented a ban on single-use plastics from 1st August 2019. This study aimed to evaluate the knowledge, attitude, and practice (KAP) levels concerning the use and legislation of single-use plastics among rural Puducherry's community residents.
 Methods: A 6-month community-based observational study was conducted in rural Puducherry using multistage random sampling among 450 households. A semi-structured questionnaire was administered to an adult member (aged > 18 years) in each household before and after the plastic ban. Data collection utilized the Epi-collect 5 application, and SPSS v16 was used for statistical analysis, employing paired t-test and chi-square test (p-value < 0.05)
 Results: Mean age of study participants was 39.64 (13.23) years, nearly 57% of them were female. Before ban, 80.4% of the subjects were carrying their shopping contents using plastic bags provided by the seller in the rural area, whereas after ban implementation, it has reduced to 16.4%. Mean KAP score before ban was 8 +2.8 (95% CI: 7.7-8.2) and after ban, it increased to 15.2 +1.8 (95% CI: 15-15.4). The pre- and post-ban KAP scores differences were found to be statistically significant (p-value < 0.05). The perception of the law banning the use of plastic bags was found to be significantly higher in younger age group, female gender, and groups with higher educational and occupational status (p = 0.01)
 Conclusion: The study results will be useful for planning future needs and Information, Education Communication strategies for effective implementation and plastic use reduction in future.

The Degree of Teaching Communication Strategies to EFL Students

Foreign language students inevitably face oral communication difficulties due to their language limitation. Communication strategies are powerful tools to assist students overcome communication problems and keep conversations flowing. Yet, a few studies have examined the actual teaching of communication strategies in the classroom. This study investigated the degree of teaching communication strategies to English as a Foreign Language students and its relation to instructors’ academic degree, and years of teaching experience. The researcher utilized a descriptive quantitative research method, and an online questionnaire to collect the data. The study sample involved 64 instructors n= (64) from the English Language Department at King Khalid University in Saudi Arabia. The findings demonstrated that the instructors taught communication strategies to a degree ranging from almost always to rarely, and the overall mean score for teaching communication strategies was 3.53(SD=0.49).The guessing strategy was the most communication strategy taught by the instructors, while the least communication strategy taught was the mumbling strategy. Furthermore, the findings pointed that there was statistically significant difference in teaching communication strategies degree attributed to the academic degree in the direction of instructors who hold a doctoral degree. There was no statistically significant difference between instructors in the degree of teaching communication strategies attributed to their years of teaching experience

Educational influence of knowledge of the masked presence of alcohol on Instagram on behavior change

The push strategy of anti-alcohol campaigns targeting young people, both in traditional media and on social media, has shown a limited capacity to contribute to the development of healthy behaviors. Even when young people know about the harmful effects of alcohol, they develop reactance attitudes, self-affirmation reactions, defensive responses, and neutralization of the persuasive attempts of institutional messages. It is necessary to seek new educational communication strategies that are effective in modifying behaviors favorable to alcohol consumption among young people. The aim of this research is to implement an educational method that favors this change toward healthy behaviors. On the basis of the Instagram campaign “Like my addiction,” 124 young people (age: M = 23.6 years, SD = 2.8 years) participated for 3 weeks in three phases to test whether the presence of alcohol on Instagram had an impact on their beliefs, attitudes, and behaviors, as well as the effectiveness of the educational method tested. Half of the subjects followed a process of becoming aware of the presence of alcohol in this Instagram campaign and then participated in an interactive process of discussion according to the critical–dialogical educational method. The results show that this educational method is effective. Subjects in the control group who did not follow the method did not modify their behavior on Instagram. In contrast, the experimental group became aware of the masked presence of alcohol on Instagram. These subjects exhibit self-persuasion that makes them modify their activity favorably between the pre-test and post-test phase as they change their attitudes and behaviors toward alcohol. The results show that the critical–dialogical formative method can be favorably applied to implement campaigns and educational actions to fight alcohol addiction among young people.

Mental distress before and during the COVID-19 pandemic: A longitudinal study among communities affected by Ebola virus disease in the DR Congo

BackgroundAssociated with high mortality rate, fear, and anxiety, Ebola Virus Disease (EVD) is a significant risk factor for mental distress. This longitudinal study aims to investigate the prevalence and predictors associated with mental distress among populations affected by EVD outbreaks in the Province of Equateur in DR Congo. MethodsSurveys were administered in zones affected by the 2018 EVD outbreak in Equateur Province with a 16-month interval. Measures assessed sociodemographic characteristics, mental distress (GHQ-12), COVID-19 and EVD exposure and related stigmatization, and Resilience. Models of logistic regression and path analysis were used to estimate factors related to mental distress outcomes. ResultsPrevalence of mental distress decreased from Wave 1 to Wave 2 (Mental distressT1= 57.04%, Mental distressT2= 40.29%, x2= 23.981, p<.001). Clinical mental distress score at follow-up was predicted by greater levels of exposure to Ebola at baseline (B= .412, p<.001) and at Wave 2 (B= .453, p<.001) as well as Ebola stigmatization at baseline (B= .752, p<.001), and Protestant religion (B= .474, p=.038). Clinical mental distress score at follow-up was significantly associated with higher levels of exposure to COVID-19 (B= .389, p=.002) and COVID-19 related stigmatization (B= .480, p<.001). COVID-19 related stigmatization partially mediated the association between exposure to EVD (Time 1) and mental distress (B= .409, p<.001). ConclusionsAlthough a decrease in mental distress symptoms was observed, its prevalence remains high. The results show that mental health programs need to develop better health and education communication strategies to reduce stigmatization.

Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia.

Parents of children with autism are known to experience severe hardships related to raising their children. These hardships are exacerbated in low-resource settings internationally where there is very little resource for children and their families, including professionals who provide evidence-based treatment. Mongolia was chosen as an example of such low-resource settings in this single-case research, and four parent mentors and five parent peers and their children with autism participated and completed the study. A local parent group, the Autism Association of Mongolia, was actively involved in this study and helped with recruitment, development, adaptation, and implementation of the intervention to increase acceptability and feasibility. In addition, a local bilingual research assistant was also utilized as the purpose of this study was to build capacity of diverse stakeholders of children with autism in Mongolia. The research assistant was trained and coached by the research team on both content (communication teaching strategies and behavior management) and delivery (coaching adults), who then provided coaching to parent mentors via live videoconferencing in Mongolian. Parent mentors then similarly provided coaching to parent peers after observing the interactions with their children with autism. The findings suggest that parents can effectively deliver high-fidelity coaching to disseminate evidence-based treatment in low-resource settings when given proper training and coaching. Further examination on scalability and sustainment of effects is suggested.

Educational Communication During the Covid-19 Pandemic to Teachers and Students in Donggala Regency

The corona-19 virus (Covid-19) was declared a pandemic disease because it has claimed many lives. This virus can be transmitted from touch and a very close distance of social interaction by not using a mask. To prevent the spread of covid-19, the policy implemented by the government is to limit human interaction such as teaching and learning teachers and students at home through online media. The purpose of the study is to find out the educational communication strategy in the time of the teacher and student pandemic in Donggala Regency. Qualitative research methods using a case study approach. The results showed that there are two educational communication strategies carried out by teachers to students during the covid-19 pandemic, namely through (1) online media such as whatshap, google meet, and google classroom. (2) Face-to-face consisting of two ways (a) the teacher comes to the student's house consisting of 3-4 students in one group and (b) students have the opportunity to learn with the teacher in school even with a limited time of 2-3 hours.

Teaching communication strategies for the workplace: a multimodal framework

Abstract Recent changes in Higher Education (HE) approaches to content delivery, coupled with breakthroughs in the Information and Communications Technology field, have led to a whole new multimodal approach to teaching (Jewitt, C. 2009). In: Jewitt, C. (Ed.), The Routledge handbook of multimodal analysis. Routledge, London &amp; New York; Jewitt, C. (2013). Multimodal methods for researching digital technologies. In: Jewitt, C. and Brown, B. (Eds.), The SAGE handbook of digital technology research. Sage, London, pp. 250–265; Kress, G. and van Leeuwen, T. (2001). Multimodal discourse. Bloomsbury Academic, London). Multimodality in language teaching increasingly draws on multiple channels of communication and not simply text on a page. Multimodal awareness and competence are also paramount in intercultural and interpersonal communication, which has become increasingly common in today’s global workplace. Through the description of the activities implemented in the English for Professional Purposes (EPP) course entitled English for the World of Work, held at the University of Verona, we will illustrate our multimodal, EPP framework based on Littlewood’s learning continuum, which ranges from analytical study to experiential practice (2014). Our principal aim, however, is to highlight ways in which the didactic framework fosters an awareness of and competence in key areas such as multimodal competence and intercultural awareness as skills required for effective communication in today’s world of work.

Teaching communication strategies in China

Since English is now used as a Lingua Franca (ELF), it is important to explore how English learners may be trained to employ multiple Communication Strategies (CSs) to achieve mutual understanding, particularly in ELF contexts. This study explores which CSs were taught in recent years in China and how the teaching content is presented in domestic textbooks from an ELF perspective. Ten college English textbooks that were published in the past five years (2014–2019) were selected and evaluated based on an adapted framework of CSs. The findings revealed a notable inclination toward certain types of macro-strategies and were not systematically mapped out. Moreover, an initial effort in manifesting “cultural diversity” was observed but failed to construct intercultural contexts. Knowledge explanation as well as student-oriented exercises were found to be conducive in consolidating learners’ acquisition of forms. However, the function and context of the target CSs were neglected. Furthermore, an absence of sociocultural pragmatic concern resulted in a discrepancy between explicit knowledge explanation and context-based practice. Accordingly, this study suggests implications for both textbook writers and instructors in practice.

Тенденции геймификации в образовательных коммуникациях цифрового общества

The role and degree of influence of the concept of gamification on the transformation of the content and forms of educational communications within the digital society is shown. approach to solving modern educational goals and objectives, building educational communication strategies in the process of continuous development of new ideas and ways of their implementation. Examples of gamification in digital and non-digital forms of education are given. The potential of game mechanics and gamification tools in hybrid forms of education is considered. An example of the mobile application «Kahoot!» - a service for creating and organizing interactive texts, quizzes and polls, created in the framework of gamification.

A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder

In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers' use of reading techniques with fidelity, (b) the mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) the children's communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers' use of time delay.

The Impact of the Covid-19 Pandemic on the World of Education in Indonesia

Since the beginning of 2020, the world has been shocked by the Corona Virus Diseases (Covid-19) pandemic which has spread rapidly throughout the world, infecting more than forty million people, causing more than one million deaths by October 2020. This pandemic has an impact on the education world where all levels of education from kindergarten to postgraduate are required to carry out distance learning through online-based classes. Various problems then arise in distance learning because not all students have the facilities and infrastructure needed in its implementation, even causing casualties. This research examines and discusses the phenomenon of Covid-19 pandemic and its impact on the education world in Indonesia. The purpose of this research is to find out government policies in overcoming learning problems in a pandemic situation and finding the right policies so that learning can still be carried out effectively, how the supervision needs to be done by the government so that teaching and learning activities can run effectively and how the teaching communication strategies in using online media so that the delivery of material by lecturers can be easily understood by students. From the research results, several conclusions were obtained. The Minister's policy to carry out the online learning process still faces various challenges in its implementation; The learning process from home must always be monitored through good cooperation between students, parents, and educators, especially for primary and secondary education; and by using some appropriate learning communication strategies, the online teaching and learning process can be carried out more effectively because it does not take up a lot of time and space.

Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers

Shared interactive book reading (SIBR) is a broad term used to describe the act of adults reading aloud to children, while encouraging interaction by asking questions and engaging in a discussion about the book. SIBR can be used to embed naturalistic communication teaching strategies, creating learning opportunities to promote a child’s language and communication skills. This article presents practical information on how caregivers can use naturalistic communication teaching strategies during SIBR with their child with developmental delays or disabilities (DD). The intended audiences are caregivers (e.g., parents, grandparents) and practitioners (e.g., classroom teachers, speech-language pathologists, reading specialists) who work with caregivers of children with DD. We explain the importance of early communication skills, naturalistic communication teaching strategies, and SIBR, and describe how to embed naturalistic communication teaching strategies within SIBR. Through a vignette we illustrate how caregivers can implement the techniques and strategies and how practitioners can support caregivers’ implementation.

Assessing the Social Validity of a Telepractice Training and Coaching Intervention

Developing communication skills is critical for all young children, especially for those receiving early intervention (EI) services. Thus, many researchers have investigated evidence-based practices for teaching social communication skills. In an attempt to minimize the gap between research and practice, research investigating training caregivers to use communication teaching strategies has been conducted and replicated. In many studies, interventions have been delivered by researchers rather than natural change agents. The purpose of this study was to assess the social validity of a caregiver-implemented communication strategies intervention program in which the caregiver was trained and coached by a natural change agent, the family’s EI service provider, via telepractice. We analyzed multiple sources of data to investigate the social validity of the intervention program. We found that some aspects of the program had high levels of social validity (e.g., goals and outcomes). Other aspects of the program had lower levels of social validity (e.g., procedures and technology use). The findings, limitations, and implications for practice and research are discussed.

Role of Breast Cancer Awareness Advertising Educational Messages in Educating Women to Develop a Precautionary Behavior

Abstract&#x0D; Breast cancer is a burning female health related issue and constantly increasing the threat for women around the globe. This study intends to analyze the power of an educational intervention in form of educational message on television to educate Pakistani women in order to improve their attitudes in adoption of precautionary behavior. The effects of these educational communication strategies are recorded by using the quantitative survey technique and a close ended questionnaire was distributed among the female respondents. A total of 300 women of Lahore Pakistan aged 20-40 were selected. Breast cancer awareness advertising educational message have been disseminated on television by Shaukat Khannum Cancer Hospital have been watched by respondents every year on television are intended to make women aware about the early diagnosis and the results reveal that these educational campaigns are not significantly educating women to develop a precautionary behavior in order to self-examine or tend them toward precautionary measures. Women are aware of breast cancer issues but still not clear about self-examination and consequences of delay in diagnosis of this fatal disease.

Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention

Interventions designed for children with disabilities and their families should be socially valid. Parent-implemented Communication Strategies-Storybook (PiCSS) is an intervention package designed to coach parents on shared storybook reading and naturalistic teaching strategies. In PiCSS program, the participating parents used the communication teaching strategies with high fidelity, and children responded more to their parents’ communication. To evaluate the social validity of PiCSS, we designed video-based rating surveys and collected data from masked raters (college students and practitioners). In total, 120 raters evaluated 12 1-min video clips. Quantitative analyses revealed that all raters scored coaching videos significantly higher than baseline videos for parent and child outcomes, indicating the PiCSS program had positive outcomes in parent–child interactions.

Cancer Awareness amongst Nurses in a Tertiary Care Hospital in North Delhi, India

Abstract Background: Nursing staff is the first of a constant line of contact with the patients and serve a prodigious responsibility. They play a pivotal role in disseminating knowledge to the patients in their daily practice. The present study was conducted to assess the level of cancer awareness among hospital nurses, identify the knowledge gaps and to incorporate them into training. Cancer is the most prominent cause of morbidity and mortality in both developed and developing countries like India where nearly 5 lakh deaths per year occur according to the recent GLOBOCAN data. Materials and Methods: A cross-sectional survey was conducted among nurses in a tertiary care hospital in North Delhi. Of 458 employed nurses, 53.3% nurses working in the hospital participated in the study on a voluntary basis. A structured pretested questionnaire was administered to the study subjects. The questionnaires were coded, and information on personal details was not included. To warrant an effective measure of study outcomes, a Cancer Awareness Score (CAS) was developed. CAS of individual participants was achieved by dividing the total average score of each subject by ten that will help in quantifying the cancer awareness. A total of 244 nurses (53.3%) out of 458 employed were surveyed. A total of 146 forms were filled manually and 78 forms were completed electronically. Results: The return rate was 65.5% of the CAS. The completion rate was 100% and the rejection rate was zero. Of these 223 were female and 21 were male. The study subjects were in the age range of 19–56 years. Out of the 244 nurses, 75.81% were aware about general aspects of cancer. 77.5% of the nurses acknowledged that cancer is a serious health problem in India, and 79.9% were aware of the increasing incidence of cancer. About 66.4% subjects knew that cancer is a lifestyle disease. About 75.4% were aware that cancer is preventable, and 78.7% agreed that early detection is possible. About 23% believed that all lumps are cancerous. Almost 75% of the study subjects were aware of warning symptoms of cancer, nearly 90% of them were aware about all the causative factors. In this study, 21% of nurses were observed to have one or more myths about cancer during the survey. 23.4% believed that cancer is contagious; 25% of the study subjects believed that cancer is familial, 13.9% believed that cancer is due to God’s curse! Another alarming observation is that they believe that procedures such as biopsy (17%) or surgery (21.7%) can spread cancer!. It is vital to work on removing these myths. Conclusion: Authors perceive that the study subjects lack adequate knowledge about cancer. The total average score of the study subjects was &lt;75%. General awareness about cancer treatment needs to be reinforced. There is a pressing need to bust the myths by using appropriate information education communication strategies. Repeated training of nurses on cancer awareness is warranted. If well equipped with knowledge on cancer, they can further impart information to patients, caregivers and other hospital staff.

Parent-Implemented Communication Strategies During Storybook Reading

Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

Move Together, Communicate Together: Supporting Preschoolers’ Communication Skills Through Physical Activities

During the preschool years, children develop several inter-related skills including motor skills and communication skills. In this article, we highlight several communication teaching strategies and describe how practitioners can promote communication skills of preschoolers with disabilities by providing them with multiple opportunities to practice these skills during motor activities. The following strategies are described: arrange the physical environment, model motor vocabulary, ask motor related questions, use a fill in the blank strategy, and reinforce/prompt child communication. The use of these strategies during large and small group motor activities is illustrated with vignettes. We present strategies for creating an engaging environment and providing meaningful opportunities so that children can learn important communication skills while also developing critical motor skills.