Instructional Communication Framework Sample Clauses

Instructional Communication Framework. ‌ The type of research I am doing is best described by the instructional communication framework. Instructional communication research is the intersection of research in pedagogy, educational psychology, and communication (see Figure 2). Research in pedagogy studies teaching and teaching practices (Mottet, Richmond, & XxXxxxxxx, 2006). For example, in a meta-analysis of science pedagogy research over 25 years, Xxxxxxxxx et al. (2007) classified studies based on the instructional strategy, or pedagogy, under investigation. These pedagogies or teaching practices include question strategies, focusing strategies, and direct instruction. Studies in pedagogy also examine teaching strategies to motivate students. For example, a series of studies looked at the effect of content relevance to student motivation and found that frequently making the content relevant was positively correlated with student motivation (Xxxxxxx & Xxxxxx, 1998; Xxxxxxx & Xxxxxxx, 1995; Xxxxxxx, Xxxxxxx, & Xxxxxx, 1996). Research in educational psychology “investigates the underlying psychological and intellectual processes that explain and predict student learning.” (Xxxxxx et al., 2006, p. 7) Xxxxx identified three domains of educational psychology: cognitive, behavioral, and affective learning. Cognitive learning focuses on how students understand and use learning. It is for the cognitive learning domain that Xxxxx created his famous taxonomy (Xxxxx, Xxxxxxxxx, Xxxxx, Hill, & Xxxxxxxxx, 1956). Behavioral learning focuses on developing physical skills. Affective learning focuses on “students’ attitudes, beliefs, values, and underlying emotions or feelings as they relate to the knowledge and skills they are acquiring.” (Xxxxxx et al., 2006). Pedagogy Teaching and teaching practices Instructional Communication Educational Psychology Communication Cognitive processes and their relation to student learning Creating meaning through verbal and non-verbal means Figure 2. A diagram of the instructional communication framework and the research fields that comprise it. XxXxxxxxx defined communication as the process of creating meaning for others through verbal and non-verbal means (1968). Research in communication studies how exactly this is done. In terms of the teacher-student dynamic, communication may be one-way, an interaction, or a transaction. In one-way communication, information flows from the source to the receiver, or teacher to student. In the communication as an interaction model, the ...