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"Minor Setback, Major Comeback": A Multilevel Approach to the Development of Academic Resilience
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In: Information Science Faculty Publications (2021)
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| 6 |
Communication Pedagogy: The Coronavirus Pandemic
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In: Journal of Communication Pedagogy (2020)
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| 8 |
Kommunikationsstrategien mehrsprachiger Schülerinnen und Schüler beim Stationenlernen im Biologieunterricht
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| 9 |
CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY
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In: Theses and Dissertations--Communication (2019)
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| 10 |
Mobile Technology and Classroom Relationships
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In: Theses and Dissertations--Communication (2019)
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Abstract:
This dissertation examines the relational implications of the presence of mobile technology within the basic communication course. To guide the research and interpret the results Mottet, Frymier, and Beebe’s (2006) rhetorical and relational goals theory is utilized. To investigate this phenomenon a survey design was employed, and participants were asked to respond to open-ended, closed-ended, and descriptive questions. Results of this study shed light upon how and when university students use technology, as well as the positive and detrimental results such usage has upon the development and quality of their relationships in the classroom, both with instructors and other students. Results from this dissertation revealed that students are frequent and heavy users of mobile technology (particularly “social” applications), but generally do not feel as if they are dependent upon their devices. In open-ended responses, students described ways in which mobile technology facilitated out of class relationships with peers and instructors, but hindered the development of relationship with peers in the classroom; these descriptions aligned with the fact that students who exhibited or experienced phubbing (snubbing someone with one’s phone) described less classroom connectedness than their peers. While differing perceptions of classroom connectedness among students were correlated with differing experiences of phubbing, perceptions of rapport with instructors did not differ significantly among participants. Further, students who were more relationally oriented experienced higher perceptions of classroom connectedness than their more rhetorically oriented counterparts. Finally, students in this study generally prioritized rhetorical instructor attributes over relational ones. These results are further explored in the discussion portion of this dissertation.
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Keyword:
Classroom Relationships; Communication Technology and New Media; Educational Technology; Higher Education; Instructional Communication; Instructional Technology; Interpersonal and Small Group Communication; Phubbing; Rhetorical and Relational Goals Theory
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URL: https://uknowledge.uky.edu/comm_etds/87
https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1089&context=comm_etds
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| 12 |
Contemporary Gurus in Indian Classrooms: Changing Professorial Authority and Cultural Tensions in Managing Digital Connectivity
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In: International Journal of Communication; Vol 12 (2018); 20 ; 1932-8036 (2018)
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| 13 |
Using Freewriting in Public Speaking Courses to Remedy Student Apathy: An Unconventional Solution to a Common Problem
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In: Journal of Communication Pedagogy (2018)
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| 18 |
Unterrichtskommunikation in den Fächern 'Gesellschaft' und 'Geschichte'. Diskursanalytische Studien
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Wenck, Marisa. - : Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky, 2017
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| 19 |
Ausbau mehrsprachiger Repertoires im Two-Way-Immersion-Kontext : eine ethnographisch-linguistische Langzeituntersuchung in einer deutsch-italienischen Grundschulklasse
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BLLDB
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UB Frankfurt Linguistik
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