This study examined learning differences for students who were given instructor-provided examples during a lesson compared with student-generated examples. In an experiment, 348 students were exposed to an online lesson about fear appeals and were randomly assigned to either a condition where (a) examples of key concepts were provided by the…

This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

This study tested two theoretical models of perceived understanding as a potential mediator of perceived teacher confirmation and students' ratings of instruction. Participants included 651 undergraduate students who completed survey measures. Results of structural equation modeling provided greater support for the confirmation process model,…

Contends that communication education has a unique chance to prepare students for the "epistemological crises of our age" and uses William Perry's scheme of relativism in student development to assess three approaches to communication pedagogy. (MH)

Uses the judicial model of reasoning employed by the Supreme Court as an exemplar in teaching critical skills in the basic argumentation and debate course. Describes the model and course highlights. (PD)

Examines the role inner speech (as defined by Vygotsky and Sokolov) plays in the thought-word process in order to understand how and why communication skills are interrelated. Presents three intrapersonal/extrapersonal speech models and outlines four procedural rules necessary for effective communication. (PD)

Assesses the influence of student communication behavior on peer self-evaluation in basic communication courses. Shows that students in classes with "compulsive communicators" have significantly smaller gains in self-perceived communication competence. Indicates that the cognitive learning strategies model eliminates the suppression effect found…

Highlights differences between cause-effect and interactive research models that are used to explain television's effects on children. Proposes a schema theory of comprehension and learning that (1) acknowledges the child's prior knowledge, (2) considers television viewing as active communication, and (3) emphasizes critical and literate viewing…

Presents a taxonomy that organizes learner activities into the dimensions of mental, social, and physical involvement. Applies the taxonomy or model to speech class activities and reports validity evidence from several research studies. (PD)