Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts

Deanna D. Sellnow, Anthony Limperos, Brandi N. Frisby, Timothy L. Sellnow, Patric R. Spence, Edward Downs

Research output: Contribution to journalArticlepeer-review

29 Scopus citations

Abstract

The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education.

Original languageEnglish
Pages (from-to)417-432
Number of pages16
JournalCommunication Studies
Volume66
Issue number4
DOIs
StatePublished - Aug 8 2015

Bibliographical note

Publisher Copyright:
© 2015, © Central States Communication Association.

Keywords

  • Cognition
  • Forensics Education
  • Instructional Communication
  • Learning
  • Risk and Crisis
  • Technology and Digital Games

ASJC Scopus subject areas

  • Communication

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