ethanporcaro/eric-fulltext-meta huggingface dataset:
Ready to Do OpenCourseWare? A Comparative Study of Taiwan College Faculty
Author: Wei, Huei-Chuan
Date: 2021-05-00
Type: Journal Articles
Subjects: Open Education,Open Educational Resources,Online Courses,Courseware,Readiness,College Faculty,Teacher Attitudes,Teaching Experience,Teacher Characteristics,Faculty College Relationship,Material Development,Self Efficacy,Technological Literacy,Gender Differences,Predictor Variables,Foreign Countries

This study aimed to address the teaching readiness issues of OpenCourseWare (OCW). Specifically, the research goal was to examine Taiwanese college faculty members' level of teaching readiness for OCW via a questionnaire named &quot;Teaching Readiness Scale for OCW&quot; (TRS-OCW). A total of 142 Taiwanese college faculty members both with and without OCW teaching experience participated in this study. The results showed that faculty members with OCW teaching experience had significantly higher readiness levels in the factors of perception of administrative support, personal characteristics, and OCW recognition when compared to faculty members without OCW teaching experience. Male faculty members with OCW teaching experience had higher readiness than female faculty members with OCW teaching experience in the OCW recognition factor. Moreover, the job position of OCW-experienced faculty did not make a difference in any readiness factor. Finally, perceived administrative support was the only significant predictor of the willingness of college faculty without OCW teaching experience to provide OCW in the future.
Trends and Patterns in Distance Education (2014-2019): A Synthesis of Scholarly Publications and a Visualization of the Intellectual Landscape
Author: Bozkurt, Aras
Date: 2021-05-00
Type: Journal Articles
Subjects: Distance Education,Trend Analysis,Quality Assurance,Educational Quality,Bibliometrics,Social Networks,Network Analysis,Open Education,Educational Trends,Online Courses,Research Reports,Visualization,Socialization,Educational Change,Educational Technology

The field of distance education (DE) is dynamic and constantly evolving; it reflects and adapts according to changes in socio-cultural, demographic, political, and technological domains. Thus, there is a need to understand past and present activities in the field, in order to better inform future research. The main purpose of this study was to examine DE research through data mining and analytics approaches, using social network analysis (SNA) and text mining to conduct a bibliographic analysis. The findings highlighted three main strands of DE research: (1) issues related to open education; (2) the design, support, and quality assurance of online DE; and (3) the implementation and use of educational technology, media, and digital tools. SNA of the bibliometric data identified pivotal theoretical contributions, including that the fields of distance education and educational technology converge. The article concludes with recommendations for future research directions.
A Systematic Literature Review towards the Research of Game-Based Learning with Augmented Reality
Author: Alper, Ayfer
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Technology,Technology Integration,Instructional Effectiveness,Computer Simulation,Computer Games,Educational Games,Game Based Learning,Elementary Secondary Education,Higher Education,Research Methodology,Foreign Countries

Changes in the lifestyles of human beings keep up with science and technology in tandem with the growth of science and technology. As in all fields, expectations are influenced by the advancement of science and technology for the use of emerging technologies in educational environments. By empowering the physical world with virtual information, Augmented Reality (AR) creates new opportunities for education. The impact of uncertainty and scientific advances in the field of application has modified the definition of &quot;AR Technology&quot; to &quot;AR Environments&quot;. Within the scope of this study, it is aimed to analyze scientific studies on game-based learning and the use of AR in educational activities systematically. In this context, the &quot;education area,&quot; &quot;the level of education of the participant,&quot; &quot;dependent variables,&quot; &quot;data collection tool,&quot; &quot;research methods used,&quot; &quot;type of AR use,&quot; &quot;software used in the development phase of the application,&quot; factors such as &quot;advantages and limitations towards the use of AR in a learning environment&quot; are taken into consideration. In line with the purpose of the research and the specified criteria, a total of 53 scientific studies, which were scanned from scientific journals published in Turkey and abroad between 2016 and 2020, were analyzed using the systematic literature review method. As a result, findings regarding the effects of the game and AR-based learning environments in the learning processes for students are discussed. In addition, several recommendations for the creation and use of new educational games and AR applications have been created, which will help the gaps in AR studies and students' learning processes in terms of potential study
Pedagogy, Gender, and Communication: Learning and Unlearning Gender
Author: Houser, Marian L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Issues,Gender Differences,Social Influences,Interpersonal Communication,Sexual Identity,Biology,Masculinity,Femininity,Course Content,Diversity,Assignments,Vocabulary,Controversial Issues (Course Content),LGBTQ People

Courses in gender communication are designed to enable students to examine the role of gender and gender identity in everyday communication. To aid them to understand gender communication, they should be exposed to at least three foundational areas and supporting content. Sex and gender differences, the social construction of gender, and theoretical gender lenses (biological, psychological, and critical/cultural) are critical foundations that students should grasp to recognize the complexity of gender and gender communication.
A Pedagogical Guide to Teaching an Interpersonal Communication Course
Author: Atkinson, Jordan
Date: 2019-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Undergraduate Study,Assignments,Course Content,Controversial Issues (Course Content),Teaching Methods

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.
Argument Pedagogy for Everyday Life
Author: Drury, Jeffrey P. Mehltretter
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Debate,Undergraduate Students,Course Descriptions,Assignments

This article assists argumentation and debate instructors in developing courses that provide coverage of foundational concepts while reflecting their own interests. Courses in argumentation and debate also offer instructors an opportunity to teach through applied engagement with contemporary events. We encourage instructors to reflect on the various contexts of argumentation and debate as well as challenging questions concerning the role of technology in the classroom, the conflict between normative and descriptive examples of argumentation, how much to emphasize the role of argumentation and debate in societal change, and the connections between argumentation and deliberation.
Best Practices for Teaching Discussion as Part of High School Common Core State Standards
Author: Stengel, Mitchell
Date: 2019-00-00
Type: Journal Articles
Subjects: Common Core State Standards,High School Students,Classroom Communication,Teaching Methods,Best Practices,Discussion (Teaching Technique),Listening Skills,Questioning Techniques,Creative Activities,Citations (References),Outcomes of Education

Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students are learning and are engaged in a productive manner while meeting the demands of the Common Core Standards.
Best Practices for Facilitating Difficult Dialogues in the Basic Communication Course
Author: Ruiz-Mesa, Kristina
Date: 2019-00-00
Type: Journal Articles
Subjects: Best Practices,Dialogs (Language),Introductory Courses,College Instruction,Speech Instruction,Teaching Methods,Classroom Environment

Effective facilitation of classroom dialogue can stimulate open discussion and debate, challenge students to consider diverse perspectives, and promote critical student reflection and growth. Unfortunately, some instructors may be hesitant to approach controversial topics, for fear of losing face or risking chaos in the classroom. By learning and practicing established facilitation techniques, teachers can develop confidence and competence in harnessing the pedagogical power of difficult dialogue while maintaining classroom cohesion and community. This article provides 10 best practices for facilitating difficult classroom dialogues. These practices equip instructors with resources for building community, maintaining classroom immediacy, and grappling with disagreements without destroying relationships and classroom climate.
Communication Concepts in Action: Best Practices in Case Study Pedagogy in the Organizational Communication Course
Author: Meluch, Andrea L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Best Practices,Case Method (Teaching Technique),Organizational Communication,College Instruction,Scaffolding (Teaching Technique),Sense of Community,Independent Study,Ambiguity (Context),Feedback (Response),Student Developed Materials,College Students

Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational communication, we regularly use case study pedagogy. Case study pedagogy provides a rich narrative through which complex organizational communication concepts can be identified, analyzed, and reflected upon. This article provides 10 best practices for utilizing and assessing case study pedagogy in the organizational communication course. These practices include: to make clear connections between case studies and course materials, scaffold learning, choose a mix of cases, cultivate a sense of community in the classroom, enable self-directed learning, vary assessment formats, welcome ambiguity, evaluate analyses and provide directed feedback, use varied case study formats, and encourage students to write case studies.
Developing a Digital Voice: Embedding Digital Communication Networks, Platforms, and Technologies in the 21st-Century Classroom
Author: Proszek, James M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Introductory Courses,Speech Instruction,Best Practices,Media Literacy,Public Speaking,Portfolios (Background Materials),Electronic Publishing,Video Technology,Technology Uses in Education,Audience Analysis,Social Media,Information Literacy,Librarian Teacher Cooperation,College Instruction

Introductory communication courses are an invaluable resource for improving students' abilities to speak confidently, passionately, and persuasively, while also inspiring them to become more engaged citizens. However, digital media present new opportunities and challenges for designing courses that are relevant to students' personal and professional interests and goals. Instructors who incorporate digital communication platforms, networks, and technologies into their classrooms can better prepare students to meet the complex demands of the technologically-mediated 21st century. In this essay, I offer 10 best practices for developing students' digital media literacies within multiple communication contexts.
&quot;Not My Issue!!!&quot;: Teaching the Interpersonal Conflict Course
Author: Brule, Nancy J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Interpersonal Communication,Conflict Resolution,Course Descriptions,Undergraduate Study

Students who enroll in communication courses to improve their conflict management abilities should be provided with both an understanding of, and skills pertaining to, interpersonal conflict across diverse contexts. In this article, we offer pedagogical guidance for teaching the Interpersonal Conflict course. With an emphasis on building communication skills usable in a variety of real-life situations and settings, this article includes discussion of necessary foundational concepts and applied content areas, sample application assignments, and relevant considerations for those teaching the course.
Perspectives on Teaching the Family Communication Course
Author: Wang, Tiffany R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Family Relationship,Undergraduate Students,Course Content,Assignments

This article discusses what undergraduate students enrolled in a family communication course should learn. It is intended to provide readers with a general direction on how to design or teach a family communication course so that students understand a communication-centered approach to family. This article highlights some of the foundational theories and concepts grounding most family communication courses, content areas typically addressed when considering the family communication course, possible assignments that might be useful in teaching the course, and relevant issues related to teaching family communication. If instructors thoughtfully consider content and assignment decisions in the family communication course, they have the potential to help students think about family communication in more nuanced and informed ways as they navigate family bonds as scholars and practitioners.
Teaching the Introductory Public Relations Course: Pedagogical Recommendations
Author: Anderson, LaKesha N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Introductory Courses,Public Relations,Critical Thinking,Writing Skills,Writing Assignments,Case Method (Teaching Technique),Higher Education

This article explores the foundations and the content areas that ground the introductory public relations course. Examples of two assignments designed to help students think critically, apply knowledge, and improve their writing skills are offered, as well as the identification of several challenges both students and instructors face and a brief discussion of the unique advantages provided by this course.
Try It, You Might Like It: On Teaching Rhetorical Theory and Criticism
Author: Sellnow, Deanna D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rhetorical Theory,Rhetorical Criticism,Teaching Methods,Assignments,Undergraduate Students,Communication Skills,Public Speaking,Interpersonal Communication

Students rarely question the relevance of most communication courses. For example, most students realize that courses focused on improving public speaking and interpersonal skills will benefit them personally and professionally after graduation. Convincing them that a rhetorical theory and criticism course is equally empowering can be a bit more challenging. This essay explores one approach for teaching rhetorical theory and criticism as uniquely relevant in the educational experience of communication students. By applying various rhetorical perspectives to artifacts that resonate with students' actual lived experiences, students become empowered advocates for positive change.
Teaching the Communication Course: Intercultural Communication
Author: Webb, Nathan G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Teaching Methods,Student Educational Objectives,Assignments,Global Approach,Cultural Awareness

Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by highlighting its foundations, content areas, applied assignments, and issues to consider.
Reducing Secondary Trauma and Compassion Fatigue in the Dark Side of Interpersonal Communication Classrooms
Author: King, Mary E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Altruism,Fatigue (Biology),Stress Variables,Interpersonal Communication,Classroom Environment,Self Disclosure (Individuals),Responsibility,Confidentiality,Course Content,Discussion (Teaching Technique),College Faculty,College Students

This essay describes the experiences faculty may encounter when teaching tough topics. When professionals are in the position as the individual who cares for, hears about, or witnesses the trauma and suffering of others, they might themselves be at risk for experiencing vicarious stress, or secondary trauma. If ongoing and untreated, this traumatic stress can morph into compassion fatigue, which can impede professional success and contribute to burnout. This essay reflects on the experiences of teaching the Dark Side of Interpersonal Communication where students openly shared course-related personal experiences. We reflect on how to successfully manage the delicate climate of the Dark Side classroom for optimal discussion and application of sometimes personal, and oftentimes difficult, course content. The pedagogical strategies reflected in this essay can be adopted for use in other courses with similar potential for student disclosure.
The Practice of Nonviolence: Teaching an Undergraduate Course in Nonviolent Communication
Author: Lauricella, Sharon
Date: 2019-00-00
Type: Journal Articles
Subjects: Peace,Communication Strategies,Undergraduate Students,Best Practices,Social Problems,Teaching Methods,Assignments

This Best Practices article outlines 10 tips relative to teaching a course in Nonviolent Communication (NVC). It outlines suggestions for readings, activities, and projects throughout a semester-long undergraduate course. The article addresses how students can learn both the theory and practice of nonviolence by means of readings and activities that address social problems such as sexism, racism, bias, and violence against oneself and the earth. Specific suggestions are provided for creative ways in which students can be engaged with readings so that they have ownership of their in-class experience. Details regarding an independent long-term project providing freedom of creativity in out-of-class work are included, as well as suggestions for interactive, face-to-face activities in class.
Engaging Persuasion: What Should Undergraduate Students Enrolled in a Persuasion Course Learn?
Author: Hunt, Stephen K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Undergraduate Students,Interpersonal Communication,Course Descriptions,Assignments

In our daily activities we are bombarded with persuasive messages. From advertising on mass and social media to interactions with friends, we are constantly exposed to attempts to change or reinforce our attitudes, values, beliefs, and behaviors. Conversely, we routinely attempt to influence others and gain their compliance through persuasive attempts of our own. Without question, persuasion is a central feature of virtually every aspect of human communication and is found wherever we find people communicating. Fortunately, scholars have developed a great number of empirically tested persuasive techniques, strategies, and theories that can help students become effective producers and consumers of persuasive messages. This article outlines the foundations, content areas, and applied assignments appropriate for an undergraduate persuasion course. In addition, we outline several pedagogical issues for instructors to consider.
Pedagogical Tools in Our Briefcases: Teaching the Business and Professional Communication Course
Author: Prentiss, Suzy
Date: 2019-00-00
Type: Journal Articles
Subjects: Business Communication,Course Content,Assignments,Curriculum Design,College Instruction,Theory Practice Relationship,Relevance (Education),Experiential Learning

As a practical and applied course, Business and Professional Communication is an excellent opportunity to blend theory and practice, prepare students with the knowledge and skills they will need in the &quot;real world,&quot; and continually innovate and experiment to meet the ever-changing communication needs of the workplace. Whether filled with students majoring in communication, business, or another discipline, as a General Education or sequenced class, the Business and Professional Communication course is a worthwhile and value-added course that is both challenging and rewarding to teach.
&quot;You Have to Cry before You Teach This Class&quot;: Emotion with Work and Resistance in Teaching Intercultural Communication
Author: Lawless, Brandi
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Response,Resistance (Psychology),Intercultural Communication,Teacher Attitudes,College Faculty,Teaching Methods,Teaching Experience,Influences,Racial Discrimination,Racial Bias

In this study, we explore the ways in which Intercultural Communication instructors uniquely experience emotion with work and how this influences their pedagogical approaches to this course. We collected and analyzed interviews with 21 intercultural communication educators across U.S. colleges and universities. We present findings related to the types of resistance present and/or emerging in the intercultural communication classroom, emotional responses to resistance, and strategies for managing and negotiating emotion with work in the Intercultural Communication classroom. We end with discussing implications for teacher training programs designed for the Intercultural Communication classroom.