Thematische Bibliographien / Communication in education / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Communication in education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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1

Paramar, Bharat. „Communication in Library Education System“. Indian Journal of Applied Research 1, Nr. 12 (01.10.2011): 111–13. http://dx.doi.org/10.15373/2249555x/sep2012/38.

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2

Margaret Roberts, Mary. „Communication Education and Communication Education: on Editing and Teaching“. Communication Education 51, Nr. 4 (Oktober 2002): 360–63. http://dx.doi.org/10.1080/03634520216530.

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3

Vlăduţescu, Ştefan, Claudiu Marian Bunăiașu und Alexandru Constantin Strungă. „Decision Communication in Education Management“. International Letters of Social and Humanistic Sciences 44 (Dezember 2014): 53–60. http://dx.doi.org/10.18052/www.scipress.com/ilshs.44.53.

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In the decision making process in education management, the communicational component has an important role. Communication is the sine qua non factor of the decision. Since it takes place in the decision situation, the type of communication that permeates the processes of making and implementation of managerial decisions was named decision communication.
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YAMAMOTO, Tomohito. „Education and Communication“. Journal of JSEE 56, Nr. 4 (2008): 162. http://dx.doi.org/10.4307/jsee.56.4_162.

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5

Aula-Media. „Education in communication“. Comunicar 10, Nr. 20 (01.03.2003): 195–97. http://dx.doi.org/10.3916/c20-2003-29.

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The digital magazine «AulaMèdia» (www.aulamedia.org) organized in the last October a few days to present the «Projecte EduCom», investigation realized during last year and a half with the help of the Foundation Jaume Bofill, on the condition of the Educat La revista digital «AulaMèdia» (www.aulamedia.org) organizó en octubre pasado unas jornadas para presentar el «Proyecto EduCom», investigación realizada durante el último año y medio con la ayuda de la Fundación Jaume Bofill, sobre el estado de la Educación en Comunicación en las comunidades de habla catalana. El proyecto es un estudio que describe el marco socioeducativo de la Educación en Comunicación (prensa, radio y televisión), analizando el desarrollo en los currículos de la educación primaria y secundaria, proponiendo líneas de actuación y realizando propuestas pedagógicas. El trabajo recoge también experiencias en los centros educativos, aportando una selección de las actividades más innovadoras que se están realizando.
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Chow, Clement H. M. „Education, communication, technology“. Educational Technology Research and Development 37, Nr. 3 (September 1989): 114–15. http://dx.doi.org/10.1007/bf02299065.

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7

VanSlyke Turk, Judy. „Assessing communication education“. Public Relations Review 21, Nr. 3 (September 1995): 258–59. http://dx.doi.org/10.1016/0363-8111(95)90026-8.

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VOLKOVA, SVETLANA. „LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION“. Studia Humanitatis 21, Nr. 4 (Dezember 2021): 4–9. http://dx.doi.org/10.15393/j12.art.2021.3781.

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The author argues that understanding crisis phenomena in an education system, as well as conditions of upgrading this system, is connected with development of a philosophy of education focused on such categories as language and communication. The heuristic and productive nature of theory of communicative action and hermeneutics is shown while comprehending the specific nature of learning environment where a pedagogical interaction between a teacher and students is carried out. Taking into account the ideas of J. Habermas, H. G. Gadamer and L. Wittgenstein, it is shown that education is a process of human development if it is organised as a process of searching for and generating meanings by the students. This educational process model corresponding to essential human need for self-understanding and self-expression.
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Petani, Rozana, und Matilda Karamatic Brcic. „Family environment, communication and media education“. Perspectives of Innovations, Economics and Business 14, Nr. 3 (05.08.2014): 132–42. http://dx.doi.org/10.15208/pieb.2014.15.

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Duc Hoi, Dinh. „Preschool Education Students’ Communication Skill“. American Journal of Educational Research 6, Nr. 5 (23.04.2018): 485–89. http://dx.doi.org/10.12691/education-6-5-19.

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Peterson, Jamie J., Samantha DeAngelo, Nancy Mack, Claudia Thompson, Jennifer Cooper und Arturo Sesma. „Communication, Communication, Communication! Growth through Laboratory Instructing“. Innovative Higher Education 39, Nr. 4 (05.12.2013): 321–32. http://dx.doi.org/10.1007/s10755-013-9279-7.

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Nhung, Le Thi Bao. „Communication of Higher Education Institutions in Vietnam“. Social Science and Humanities Journal 8, Nr. 04 (10.04.2024): 34807–15. http://dx.doi.org/10.18535/sshj.v8i04.1001.

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Communication of higher education institutions are significant in implementing strategic goals and improving institutional governance efficiency; provide students updated information to make appropriate choices and decisions during their learning process; and promptly feedback to contribute to building a better educational and training environment. Communication tools used in higher education institutions are diverse in forms and contents. This studies focuses on two key points, which are policy communications and internal communications implemented by higher education institutions. The theoretical framework has been developed and a survey was conducted to collect opinions of 300 senior students from 3 universities under Hanoi National University, including: University of Foreign Languages; University of Economics; University of Social Sciences and Humanities. The results show that the policy communications of these higher education institutions are not effectively implemented. The findings suggest innovations for managers to improve communication effectiveness to achieve strategic goals and improve governance efficiency in these higher education institutions.
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I.O., Barantsova. „TEACHING SOCIO-CULTURAL COMMUNICATION IN MODERN EDUCATION“. Scientific Bulletin Melitopol State Pedagogical 2, Nr. 25 (09.02.2021): 9–15. http://dx.doi.org/10.33842/22195203/2021/25/9/15.

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Cvetanović, Ivan. „Education and Academic Communication: Functions and Intersections“. Rhetoric and Communications, Nr. 55 (29.04.2023): 91–102. http://dx.doi.org/10.55206/fket4524.

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Abstract: The crisis in education has been the problem for many decades and entropy in education does exist. The aim is to present a situation in Serbia concerning education and reforms as well as to highlight a new strategy in the process of education. The hypothesis is that entropy could be replaced by synergy and academic honesty could be integrated in the legal system in the domain of education in Serbia. The focus is on several topics: Good practices of scholars from the USA in the field of shared responsibility for student learning as a creative approach to reforms in education are presented. A few examples of negative appearances in the structure and organization in educational institutions in Serbia are analysed too. Some perspectives are described. The first one is related to unity, responsibility, and trust between all parties responsible for the successful education: teachers, students, and parents, local and state representatives. The second one is that without democratic media and objective and true information about the real situation in the domain of education, all efforts toward achieving progress will remain locked in the paper work and empty promises of a bureaucratic way of thinking in the field of education. Кеywords: education, entropy, synergy, academic honesty, knowledge society, media.
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ISOGAI, Emiko, und Takamasa SUZUKI. „DENSO Technical Communication Education“. Journal of JSEE 54, Nr. 5 (2006): 80–83. http://dx.doi.org/10.4307/jsee.54.5_80.

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Angelova, Luchia, und Bozhidar Angelov. „MEDIA, EDUCATION, SOCIAL COMMUNICATION“. Education and Technologies Journal 11, Nr. 1 (01.08.2020): 42–45. http://dx.doi.org/10.26883/2010.201.2167.

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The processes of interaction between social phenomena and individuals are presented and analyzed. This article examines media literacy as the basis of the link between media and education. Where the formation of digital competences becomes an indispensable part of the pedagogical interaction as well as of class curricula at all levels.
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Sarramona, Jaume. „Communication in distance education“. Educar 18 (01.02.1991): 63. http://dx.doi.org/10.5565/rev/educar.501.

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Úcar, Xavier. „Theatre: Communication and education“. Educar 18 (01.02.1991): 73. http://dx.doi.org/10.5565/rev/educar.502.

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Méndiz-Rojas, Heleny. „Communication and education joint“. Comunicar 11, Nr. 22 (01.03.2004): 115–20. http://dx.doi.org/10.3916/c22-2004-17.

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Chile is living an educational reform, specially in language and communication area, which is trying to make the new technologies available to schools and teachers. According to that, this paper exposes an experience called «Radio goes to school», in whic Chile, a través de la reforma educativa, y específicamente en el área de lenguaje y comunicación, está propiciando las condiciones para que todas las escuelas y los profesores tengan accesos a las nuevas tecnologías (redes, vídeo, radio, prensa). En este sentido se expone, a continuación, la experiencia «La radio va a la escuela», en la que alumnos de la cátedra de radio de la Escuela de Periodismo de la Universidad Católica del Norte transfieren los conocimientos y significados del medio radiofónico construidos en el aula a alumnos de enseñanza básica de una escuela municipalizada de Antofagasta, como un soporte en sus propios procesos de enseñanza aprendizaje.
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Gray, F. Elizabeth, und Lynn Hamilton. „Communication in Accounting Education“. Accounting Education 23, Nr. 2 (20.12.2013): 115–18. http://dx.doi.org/10.1080/09639284.2013.847327.

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Eapen, K. E. „Education for Journalism/Communication“. Media Asia 14, Nr. 2 (Januar 1987): 97–99. http://dx.doi.org/10.1080/01296612.1987.11726252.

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Rajan, R. V. „Communication Education in India“. Media Asia 17, Nr. 1 (Januar 1990): 32–37. http://dx.doi.org/10.1080/01296612.1990.11726325.

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Ausiello, Dennis. „Science education and communication“. Journal of Clinical Investigation 117, Nr. 10 (01.10.2007): 3128–30. http://dx.doi.org/10.1172/jci33385.

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Cha, Baekeun, Eunkyong Yook und Eungjun Min. „Communication Education in Korea“. Communication and Culture in Korea 13, Nr. 1 (06.06.2003): 5–28. http://dx.doi.org/10.1075/japc.13.1.03cha.

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The study of communication has become one of most popular and major disciplines in Korea. There are over one hundred communication-related departments from eighty-eight colleges with more than 16,000 students today, doubled from the early 1990s. With strong support from the government, the media industry, and colleges, communication related departments have been able to build a reasonably good foundation in terms of programs and curriculums. Like any other disciplines, however, it is experiencing growing pains, searching a balance between the intellectually coherent curriculums and providing marketable knowledge and training for example. This essay discloses and examines the historical development and the current status of communication education in Korea.The study of communication has become one of most popular and major disciplines in Korea. There are over one hundred communication-related departments from eighty-eight colleges with more than 16,000 students today, doubled from the early 1990s. With strong support from the government, the media industry, and colleges, communication related departments have been able to build a reasonably good foundation in terms of programs and curriculums. Like any other disciplines, however, it is experiencing growing pains, searching a balance between the intellectually coherent curriculums and providing marketable knowledge and training for example. This essay discloses and examines the historical development and the current status of communication education in Korea.
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Takala, Jukka, und Antero Vähäpassi. „Information, Communication, and Education“. International Journal of Occupational and Environmental Health 1, Nr. 2 (April 1995): 110–21. http://dx.doi.org/10.1179/oeh.1995.1.2.110.

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Felix Freshwater, M. „Internet communication and education“. Journal of Plastic, Reconstructive & Aesthetic Surgery 62, Nr. 8 (August 2009): 1100–1101. http://dx.doi.org/10.1016/j.bjps.2009.04.009.

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Dougherty, Lisa. „Communication, collaboration and education“. British Journal of Nursing 22, Sup1 (24.01.2013): S3. http://dx.doi.org/10.12968/bjon.2013.22.sup1.s3.

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Holli, B. B., und R. J. Calabrese. „Communication and Education Skills“. TOPICS IN CLINICAL NUTRITION 3, Nr. 1 (Januar 1988): 82–84. http://dx.doi.org/10.1097/00008486-198801000-00014.

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Fry, Todd. „“Communication education and peace education: A beginning”“. Communication Education 35, Nr. 1 (Januar 1986): 75–80. http://dx.doi.org/10.1080/03634528609388323.

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30

Badger, L. N. „Teaching communication activism: Communication education and social justice“. Journal of Communication 65, Nr. 5 (15.09.2015): E13—E15. http://dx.doi.org/10.1111/jcom.12179.

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31

Roe, Katie, Andrew McConney und Caroline F. Mansfield. „How Do Zoos ‘Talk’ to Their General Visitors? Do Visitors ‘Listen’? A Mixed Method Investigation of the Communication Between Modern Zoos and Their General Visitors“. Australian Journal of Environmental Education 30, Nr. 2 (Dezember 2014): 167–86. http://dx.doi.org/10.1017/aee.2015.1.

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AbstractModern zoos utilise a variety of education tools for communicating with visitors. Previous research has discussed the benefits of providing multiple education communications, yet little research provides an indication of what communications are being employed within zoos today. This research is a two-phased, mixed-methods investigation into the communication between zoos and their general visitors. Phase 1 involved an online questionnaire to which 176 zoos from 50 countries reported on the types of education communications they typically use for their general visitors. The second phase comprised nine zoo case studies, enabling direct observation and face-to-face interviews on site with zoo staff and zoo visitors. The findings of this research provide a snapshot of education communications offered to zoo visitors, and indicate that zoo exhibit signage remains the most prevalent medium. The findings further indicate that 95% of visitors read at least some exhibit signs and that more than 70% of participating zoos utilise person-to-person education. The implications of these findings for improving zoos’ educational communication are discussed.
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Roso, Agus Sucipto, Hari Purwadi, Hartiwiningsih Hartiwiningsih und Faiqatul Isma Dwi Utami. „EFFECTIVE COMMUNICATION IN ISLAMIC ANTI-CORRUPTION EDUCATION“. Legal Standing : Jurnal Ilmu Hukum 4, Nr. 1 (19.05.2020): 200. http://dx.doi.org/10.24269/ls.v4i1.2664.

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Communication is a necessity in education. This study aimed at investigating howeffectiveness of communication in education world, especially in Islamic education.This study was literature study, meanwhile, data of this study was collected indocumentation by using descriptive approach as data analysis. Furthermore,communication has a role that cannot be separated in Islamic education. The exchangeof information from a teacher to a student must be occurred effectively. Teacher’sabilities and skills in communicating and conveying a message (science) are veryinfluential in learning process and lead to the results which are achieved by a studentor students. The better the teacher gives clear inputs and messages in education, thebetter the message received by student or students.
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KHURTAK, I., und M. TAYYEM. „INTERLINGUAL AND INTERCULTURAL COMMUNICATION IN THE EDUCATION OF MODERN GERMANISTS“. Current issues of linguistics and translations studies, Nr. 27 (27.04.2023): 38–41. http://dx.doi.org/10.31891/2415-7929-2023-27-8.

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The article is devoted to interlingual and intercultural communication in the training of specialists in Germanic philology. The relevance of the research is conditioned by the search for effective ways of training modern professionals in the field of Germanic Studies. The aim of the article is to substantiate the necessity of revising the content of foreign language education with a focus on linguistics and intercultural communication. Intercultural communication is interpreted as a complete mutual understanding between two participants in a communication act who belong to different national cultures. The authors point out that in intercultural communication, it is not the culture that comes into contact, but the person who is the representative and mediator of intercultural interaction, i.e. intercultural communication is the relationship that develops between people from different cultures in situations of language interaction. Cultural competence is considered to be the most important element of communicative competence necessary for cultural dialogue, which means tolerance in all situations of communication, the ability to choose the right tone in communicating with representatives of other cultures, appropriate communication strategies and forms of self-presentation. The authors considered the condition of effective intercultural communication from linguistic and extralinguistic points of view. The article concludes that it is necessary to jointly study language as a system of symbols and a tool for communication and culture as a system of values, worldview and behavior of native speakers. The authors of the article suggest introducing such disciplines as «Linguocultural studies» and «Ethnolinguistics» into the curriculum of Germanist training. It is proposed to use macrosociological, microsociological, anthropological, tourism, and educational approaches in the teaching of these disciplines.
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Eun -Joo Jeon. „Speech Communication Education in the ‘Smart’ Education Age“. korean language education research 49, Nr. 2 (Juni 2014): 5–34. http://dx.doi.org/10.20880/kler.2014.49.2.5.

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Dunnett, Colin W. „The Technologies of Education, Communication and Distance Education“. PLET: Programmed Learning & Educational Technology 22, Nr. 4 (November 1985): 368–73. http://dx.doi.org/10.1080/1355800850220414.

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Miller, Judith C. „Early education special education communication delay and literacy“. Day Care & Early Education 22, Nr. 1 (September 1994): 40–42. http://dx.doi.org/10.1007/bf02361428.

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Guntermann, Gail, Dennis Ager, George Muskens und Sue Wright. „Language Education for Intercultural Communication“. Modern Language Journal 80, Nr. 1 (1996): 112. http://dx.doi.org/10.2307/329077.

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전영미. „Communication Models in Religious Education“. Journal of Christian Education in Korea ll, Nr. 21 (Juni 2009): 365–88. http://dx.doi.org/10.17968/jcek.2009..21.012.

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Randall-Griffiths, Deleasa, und Daradirek Ekachai. „Communication Technology and Intercultural Education“. American Journal of Semiotics 17, Nr. 2 (2001): 391–405. http://dx.doi.org/10.5840/ajs200117228.

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박순애. „Japanese Education and Intercultural Communication“. Journal of the society of Japanese Language and Literature, Japanology ll, Nr. 71 (November 2015): 143–66. http://dx.doi.org/10.21792/trijpn.2015..71.007.

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Stănescu, Mirona, Daniel Andronache und Anselm Böhmer. „Measuring sustainable communication in education“. Journal of Educational Sciences 45, Nr. 1 (01.08.2022): 22–39. http://dx.doi.org/10.35923/jes.2022.1.02.

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Hasegawa, Ko. „Community Education and Communication Network“. TRENDS IN THE SCIENCES 6, Nr. 11 (2001): 75–78. http://dx.doi.org/10.5363/tits.6.75.

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Sotrel, Kathrin, Izabela Grzywacz, Aleksandra Hasiak und Aleksandra Pec. „LANGUAGE EDUCATION IN LEGAL COMMUNICATION“. Journal of International Legal Communication 1 (29.06.2021): 256–62. http://dx.doi.org/10.32612/uw.27201643.2021.1.pp.256-262.

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The article analyses the potential influence of language education on legal communication. This work is divided into subsections, each devoted to a specific aspect of the matter. First of all, the paper discusses various features of language used in legal discourse. Also, it provides the reader with examples of mistakes that could be avoided by changing the vocabulary and sentence structures. Furthermore, the work discusses the obstacles that the migrants encounter due to the lack of suitable terminology used in legislation. The paper aims to offer solutions which linguists may introduce to improve the transparency of legal communication.
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Hartrick, Gwen. „Transcending Behaviorism in Communication Education“. Journal of Nursing Education 38, Nr. 1 (Januar 1999): 17–22. http://dx.doi.org/10.3928/0148-4834-19990101-07.

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Alonso-del-Corral, Aurora. „Communication and education meeting points“. Comunicar 11, Nr. 22 (01.03.2004): 13–20. http://dx.doi.org/10.3916/c22-2004-03.

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In this paper, the author tries to analyse the common space shared by communication and education in order to show the strong relation that they have. To begin with, she exposes some ideas which are keys to understand the junction between them, the times Intersección significa el espacio en común de dos objetos; enfocar esa intersección implica identificar la interrelación entre ellos. Este artículo expone algunos conceptos clave para la interrelación de las disciplinas de comunicación y educación, sus encuentros y desencuentros, así como la analogía de sus procesos. Con este análisis se pretende contribuir a la apreciación de la esencia comunicante de los procesos educativos y al esclarecimiento de estos llamados procesos edu-comunicativos desde su base social. Estos elementos de intersección aportan algunas bases o fundamentos para la delimitación del campo y el objeto de estudio que les es común: la comunicación educativa, así como para orientar una pedagogía de la comunicación.
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Pérez-Latre, Francisco Javier. „Citizenship, education and communication studies“. Comunicar 11, Nr. 22 (01.03.2004): 27–30. http://dx.doi.org/10.3916/c22-2004-05.

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Contemporary democratic societies are interested in citizens with a high level of education. This fact is especially relevant since we observe that democracies have not stopped violence, racism and other human rights violations. Media have influenced in t Contar con ciudadanos con niveles aceptables de educación interesa a las sociedades democráticas modernas. Esto sucede de manera especial cuando se detecta que las democracias no han conseguido detener la violencia, el racismo, la xenofobia y otros ataques contra los derechos humanos. Los medios influyen en la construcción de una ciudadanía responsable y juegan un papel esencial en el desarrollo de las sociedades democráticas. El riesgo que afrontan los medios está en la posibilidad de difundir una cultura de contenido superficial y convertirse así en una amenaza para el diálogo social en lugar de «facilitadores» del debate. Este trabajo procura sugerir ideas para educar profesionales responsables para los medios que puedan estar en la situación idónea para contribuir al desarrollo de sociedades más sabias y democráticas.
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Folegotto, Isabel Elena, und Roberto Tambornino. „New communication languages in education“. Comunicar 11, Nr. 22 (01.03.2004): 47–53. http://dx.doi.org/10.3916/c22-2004-08.

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When e-learning use the new technologies of information, as the Internet and others, the educational process suffers from an important change by helping the interaction between student and the process, and allowing a more active learning and a better acce La educación no presencial, al utilizar los nuevos desarrollos tecnológicos para el soporte/ transporte de la información (informática, correo electrónico, Internet, distribución satelital de información audiovisual), produce un cambio sustancial en el proceso educativo al favorecer la manipulación individualizada de los aspectos simbólicos de la cultura, como así también facilitar el acceso al conocimiento distribuido. Esto lleva implícita la necesidad de desarrollar nuevas competencias cognitivas en el usuario. Por ello, es necesario realizar esfuerzos para comprender y sistematizar las nuevas formas de lenguaje asociadas a las nuevas tecnologías, como así también intentar su abordaje semiológico.
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Beadle, Mary E. „Communication in International Business Education“. Journal of Teaching in International Business 12, Nr. 3 (21.05.2001): 71–85. http://dx.doi.org/10.1300/j066v12n03_04.

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49

Novek, Eleanor. „Service-learning in communication education“. Education, Citizenship and Social Justice 4, Nr. 3 (30.10.2009): 179–94. http://dx.doi.org/10.1177/1746197909340876.

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OKADA, Go. „English Communication in Engineering Education“. Journal of JSEE 68, Nr. 6 (2020): 6_125. http://dx.doi.org/10.4307/jsee.68.6_125.

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