Volume 17, Issue 3
As communication scholars and teachers, we value the importance of pedagogical research that advances our knowledge of the field, and provides useful strategies and tools that can better our teaching practices. Above all, the goal of instructional communication research is to offer information that leads to an enhanced learning experience for our students. In this issue of the Academic Exchange Quarterly, a diverse array of instructional communication issues are examined, ranging from a discussion of the use of social media in the classroom, to the results of an intercultural classroom project. Each of these excellent articles explores how to improve the interaction between student and teacher, and how to make the classroom a more stimulating and rewarding environment.
In her article, Courtney N. Wright discusses both the pros and cons of student-teacher exchanges regarding grading, and the possible implications it can have for a studentís learning experience.
Citing an increase in popularity for student competitions across various disciplines, James W. Jones examines the diverse and changing communicative methods students utilize as a result of these competitions.
Stephanie Watson Zollinger and Tasoulla Hadjiyanni identify and discuss three strategies that are designed to better student-teacher communication, as well as facilitate a productive classroom environment.
Whether or not to incorporate social media in the classroom is a widely debated topic among instructors. In her literature review on this topic, Shelby D. Lane argues that although the proposed influence of social media lacks a theoretical foundation, instructors still should utilize it in their classrooms to increase immediacy and credibility.
Studentsí expectations regarding emails with professors is the topic of Courtney Waite Miller and Rachel M. Reznikís study. Results of their questionnaire indicate that students generally expect email responses from a professor quickly, particularly during work days and hours. Student expectations for instructor email responses were not met during the weekend or semester breaks.
A study conducted by Lisa T. Fall, Stephanie Kelly, and Scott Christen indicated a positive correlation between an instructorís immediacy in computer-mediated interactions and a studentís desire to learn.
Stephen A. Furlich, and Derek C. Clapp focus on conflict management styles within small groups, and how these styles correlate with personality and immediacy interactions.
How to increase intercultural competence among students is the aim of a study conducted by Zhou Yingli and Sun Jinai A multi-semester project between students at an American and Chinese university was facilitated in order to determine how students strengthened intercultural competence in regards to a variety of factors.
Vickie Cox Edmondson and Rubina F. Malik discuss the importance of incorporating critical voice in the classroom so that students can apply this skill to the workplace. The authors offer several learning activities that can be used to attain this goal.
This was the second issue in Academic Exchange Quarterly that analyzed the role of communication in an academic setting. We are pleased to announce that AEQ will again feature communication in its Fall 2014 issue. Please consider submitting your own work and sending the call to your colleagues and graduate students. Please indicate your submission with the keyword COMMUNICATION and feel free to contact us with any questions. We are excited to read the enlightening submissions for next yearís edition.
Chad Edwards, Ph.D., Associate Professor of Communication, Western Michigan University
Patric Spence, Ph.D., Associate Professor of Communication , University of Kentucky
Autumn Edwards, Ph.D., Associate Professor of Communication, Western Michigan University
Christina Gentile, Teaching Assistant and Graduate Student in Communication, Western Michigan University