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Artículos de revistas sobre el tema "Communication in teaching"

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Publicado: 4 de junio de 2021
Última modificación: 11 de febrero de 2022

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1

Hadley, Fonta. "Teaching Communication". Voice and Speech Review 7, n.º 1 (enero de 2011): 238–45. http://dx.doi.org/10.1080/23268263.2011.10739545.

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WAGNER, PEGGY J., LINDA LENTZ y SANDRA D. M. HESLOP. "Teaching Communication Skills". Academic Medicine 77, n.º 11 (noviembre de 2002): 1164. http://dx.doi.org/10.1097/00001888-200211000-00031.

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3

Winston, Mark D. "Communication and Teaching". Journal of Library Administration 33, n.º 3-4 (septiembre de 2001): 199–212. http://dx.doi.org/10.1300/j111v33n03_03.

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4

Rider, Elizabeth A., Beth A. Lown y Margaret M. Hinrichs. "Teaching communication skills". Medical Education 38, n.º 5 (mayo de 2004): 558–59. http://dx.doi.org/10.1111/j.1365-2929.2004.01866.x.

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5

Mossop, Liz y Carol Gray. "Teaching communication skills". In Practice 30, n.º 6 (junio de 2008): 340–43. http://dx.doi.org/10.1136/inpract.30.6.340.

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6

Derrick, John y Sally Fincher. "Teaching Communication Protocols". Computer Science Education 10, n.º 3 (diciembre de 2000): 195–202. http://dx.doi.org/10.1076/0899-3408(200012)10:3;1-s;ft195.

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7

Baile, Walter F. y Adam Blatner. "Teaching Communication Skills". Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 9, n.º 4 (agosto de 2014): 220–27. http://dx.doi.org/10.1097/sih.0000000000000019.

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8

Hills, Philip. "TEACHING COMMUNICATION SKILLS". Education + Training 30, n.º 5 (mayo de 1988): 4–8. http://dx.doi.org/10.1108/eb017428.

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9

Schwebel, David C. y Milton Schwebel. "Teaching Nonverbal Communication". College Teaching 50, n.º 3 (agosto de 2002): 88–91. http://dx.doi.org/10.1080/87567550209595883.

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10

Ingersoll, Brooke R. "Teaching Social Communication". Journal of Positive Behavior Interventions 12, n.º 1 (14 de abril de 2009): 33–43. http://dx.doi.org/10.1177/1098300709334797.

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Tonn, Mari Boor. "Teaching Communication Criticism". Review of Communication 3, n.º 3 (julio de 2003): 301–4. http://dx.doi.org/10.1080/0308415.

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Morgan, Elaine R. "Teaching Communication Skills". Archives of Pediatrics & Adolescent Medicine 150, n.º 6 (1 de junio de 1996): 638. http://dx.doi.org/10.1001/archpedi.1996.02170310072013.

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13

Webb, Nathan y Mary Vaughn. "Teaching the Communication Course: Intercultural Communication". Journal of Communication Pedagogy 2 (2019): 53–57. http://dx.doi.org/10.31446/jcp.2019.12.

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Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.
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14

I.O., Barantsova. "TEACHING SOCIO-CULTURAL COMMUNICATION IN MODERN EDUCATION". Scientific Bulletin Melitopol State Pedagogical 2, n.º 25 (9 de febrero de 2021): 9–15. http://dx.doi.org/10.33842/22195203/2021/25/9/15.

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15

Grant, Terri. "Assessing and Teaching Competence". Business Communication Quarterly 67, n.º 4 (diciembre de 2004): 412–29. http://dx.doi.org/10.1177/1080569904270990.

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The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more effective than their 3 to 4-year degree per se in delivering communication instruction, but certain business fields (e.g., actuarial science) felt this more strongly than others (e.g., information systems). The implications are that expert tuition is essential and that a customized, more nuanced approach will ensure greater job literacy. Experiential teaching strategies that encourage student voice; workshop diversity; real-life scenarios; and supportive, scaffolding marking interventions will further consolidate skills development. In particular, communication teachers need to work with students and other stakeholders to deepen understanding of computer-mediated communications (CMC) and the expanded needs of a multicultural global society.
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16

DeBenedectis, Carolynn M. "Teaching Communication Skills in Breast Imaging". Journal of Breast Imaging 1, n.º 2 (3 de mayo de 2019): 139–42. http://dx.doi.org/10.1093/jbi/wbz008.

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Abstract Breast radiologists communicate life-changing results to patients every day. It is critical for breast radiologists to be effective communicators and to deliver difficult and good news effectively and empathetically. Communication skills can be just as important as image interpretation and procedural skills in breast imaging. Breast radiologists can learn effective communication through practice. In addition, simulation-based communication skills training can help our trainees practice their communication skills in a low-stakes environment and become more comfortable with communicating difficult results. This manuscript sets out to familiarize breast radiologists with what effective communication skills are, as well as how to learn and teach them.
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17

HANLON, JAMES MICHAEL. "Teaching Effective Communication Skills". Nursing Management (Springhouse) 27, n.º 4 (abril de 1996): 48B???48D. http://dx.doi.org/10.1097/00006247-199604000-00013.

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18

Arnold, Carroll C. "Reflections on teaching communication". Communication Education 34, n.º 1 (enero de 1985): 69–73. http://dx.doi.org/10.1080/03634528509378585.

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19

TIMPAU, Cristina y Olivia PISICA. "The Influence of Psychological Factors on Teaching Communication". Logos Universality Mentality Education Novelty: Social Sciences IV, n.º 2 (18 de diciembre de 2015): 39–46. http://dx.doi.org/10.18662/lumenss.2015.0402.04.

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20

Tlekshi, Yessimgaliyeva, Kurmanbayeva Lyazzat, Anasova Kalamkas, Eshmetova Gulnar y Mukhabayev Nurtaza. "Teaching Communication Strategies to Students with Communication Disabilities". Journal of Intellectual Disability - Diagnosis and Treatment 7, n.º 1 (7 de mayo de 2019): 21–26. http://dx.doi.org/10.6000/2292-2598.2019.07.01.3.

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21

Badger, L. N. "Teaching communication activism: Communication education and social justice". Journal of Communication 65, n.º 5 (15 de septiembre de 2015): E13—E15. http://dx.doi.org/10.1111/jcom.12179.

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22

Galassi, Frank S. y Richard H. Davis. "Teaching Intergenerational Communication as a Speech/Communication Elective". Gerontology & Geriatrics Education 6, n.º 3 (16 de mayo de 1987): 55–64. http://dx.doi.org/10.1300/j021v06n03_06.

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23

Preston-Whyte, M. E. y R. K. McKinley. "Teaching communication skills. Funding required for teaching programmes." BMJ 307, n.º 6896 (10 de julio de 1993): 130. http://dx.doi.org/10.1136/bmj.307.6896.130-a.

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24

Bellés Calvera, Lucía. "Nonverbal communication in EFL teaching". Fòrum de recerca, n.º 21 (2016): 483–501. http://dx.doi.org/10.6035/forumrecerca.2016.21.27.

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25

Back, Anthony. "On Teaching and Learning Communication". Journal of Palliative Medicine 3, n.º 3 (septiembre de 2000): 347–48. http://dx.doi.org/10.1089/jpm.2000.3.347.

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26

Kasper, Jill. "Gap-conscious communication skills teaching". Clinical Teacher 10, n.º 3 (9 de mayo de 2013): 202–3. http://dx.doi.org/10.1111/tct.12069_1.

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27

Noble, Lorraine M. y Jane Richardson. "Communication skills teaching - current needs". Clinical Teacher 3, n.º 1 (marzo de 2006): 23–28. http://dx.doi.org/10.1111/j.1743-498x.2006.00092.x.

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28

Rileigh, Kathryn K. "Teaching Communication Skills in Psychology". Teaching of Psychology 25, n.º 4 (octubre de 1998): 279–82. http://dx.doi.org/10.1080/00986289809709715.

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In this article, I describe a sophomore-level course on communication skills in psychology that includes library research skills, writing research reports and term papers in American Psychological Association (APA) style, making behavioral observation notes, and giving oral presentations. Students learn by listening to topical minilectures, seeing examples of students' writing, and doing their own writing and editing. Scores on written examinations testing knowledge of specific APA principles and application in writing showed steady improvement throughout the course. Student evaluations also reflected satisfaction with the course. The article includes suggestions for future refinement.
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29

Goby, Valerie Priscilla. "Teaching Business Communication in Singapore". Journal of Business and Technical Communication 13, n.º 4 (octubre de 1999): 449–56. http://dx.doi.org/10.1177/105065199901300404.

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30

Jaafar, Noornajihan, Nurul Asiah Fasehah Binti Muhamad, Norzulaili Binti Mohd Ghazali, Ahmad Kamil Jamilin, Mohd Faizal Bin Kasmani, Rozita Binti Abdullah, Sofia Hayati Binti Yusoff, Noorhayati Binti Hashim, Muhammad Khairi Bin Mahyuddin y Osama Kanaker. "Prophetic Communication Styles in Teaching". Advanced Science Letters 23, n.º 5 (1 de mayo de 2017): 4761–64. http://dx.doi.org/10.1166/asl.2017.8888.

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31

Adler, Ronald B. "Teaching communication theories withjungle fever". Communication Education 44, n.º 2 (abril de 1995): 157–64. http://dx.doi.org/10.1080/03634529509379007.

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32

Devoss, Dànielle, Julia Jasken y Dawn Hayden. "Teaching Intracultural and Intercultural Communication". Journal of Business and Technical Communication 16, n.º 1 (enero de 2002): 69–94. http://dx.doi.org/10.1177/1050651902016001003.

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33

Baker, Elizabeth Young. "A Strategy for Teaching Communication". Nurse Educator 12, n.º 5 (septiembre de 1987): 4. http://dx.doi.org/10.1097/00006223-198709000-00001.

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34

Brett, Angela Gallagher. "Teaching communication strategies to beginners". Language Learning Journal 24, n.º 1 (diciembre de 2001): 53–61. http://dx.doi.org/10.1080/09571730185200251.

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35

Hooyberg, Volker. "Communication: Teaching an Elusive Discipline". Ecquid Novi: African Journalism Studies 13, n.º 2 (enero de 1992): 207–20. http://dx.doi.org/10.1080/02560054.1992.9653087.

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36

Hynes, Geraldine E. "Strategies for Teaching Managerial Communication". Business Communication Quarterly 65, n.º 3 (septiembre de 2002): 86–92. http://dx.doi.org/10.1177/108056990206500311.

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37

Sapp, David Alan. "Teaching Business Communication in Nicaragua". Business Communication Quarterly 70, n.º 2 (junio de 2007): 199–203. http://dx.doi.org/10.1177/10805699070700020405.

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38

Gigliotti, Carol C. "III Teaching Intercultural Communication "Interculturally"". Bulletin of the Association for Business Communication 51, n.º 1 (marzo de 1988): 27–28. http://dx.doi.org/10.1177/108056998805100111.

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39

Tompkins, Paula S. "Teaching communication to emerging adults". Communication Education 65, n.º 3 (31 de mayo de 2016): 367–69. http://dx.doi.org/10.1080/03634523.2016.1177847.

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40

Jensen, J. Vernon. "Teaching ethics in speech communication". Communication Education 34, n.º 4 (octubre de 1985): 324–30. http://dx.doi.org/10.1080/03634528509378624.

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41

Heslep, Robert D. "HABERMAS ON COMMUNICATION IN TEACHING". Educational Theory 51, n.º 2 (junio de 2001): 191–207. http://dx.doi.org/10.1111/j.1741-5446.2001.00191.x.

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42

Spyridakis, Jan H., Linda P. Driskill y Nancy L. Hoft. "Forum: Teaching international technical communication". Technical Communication Quarterly 7, n.º 3 (junio de 1998): 329–38. http://dx.doi.org/10.1080/10572259809364635.

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43

Gunderman, Richard B. y Brandon P. Brown. "Teaching Interpersonal and Communication Skills". Academic Radiology 19, n.º 12 (diciembre de 2012): 1589–90. http://dx.doi.org/10.1016/j.acra.2012.05.014.

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44

Jones, Rebecca M. "Teaching scientific communication using infographics". Innovations in Teaching & Learning Conference Proceedings 8 (15 de julio de 2016): 2. http://dx.doi.org/10.13021/g8bc8j.

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Undergraduate students need to develop the ability to communicate scientific ideas to both their peers and the public. Often senior level chemistry classes focus on written and sometimes oral communication methods, such as reports and presentations. These traditional methods of dissemination are valuable, but often inaccessible to non-scientists. Information graphics or infographics are examples of visual communication and have become increasingly common in recent years. In a senior-level inorganic chemistry course at George Mason University, students created information graphics or infographics to communicate a scientific idea of interest to them. This flexible project required students to think creatively about unfamiliar elements and concepts. The details of the assignment, its assessment, and the student products will be presented in this poster. Recommendations for changes and future implementation by other educators will be discussed.
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45

Yoshida, Masami. "Communication Jigsaw: A Teaching Method that Promotes Scholarly Communication". International Journal of Emerging Technologies in Learning (iJET) 13, n.º 10 (26 de octubre de 2018): 208. http://dx.doi.org/10.3991/ijet.v13i10.8850.

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This study examined the Communication Jigsaw as a novel, applied jigsaw strategy aimed to extend scholarly communication between university students. As the defining characteristic of the Communication Jigsaw, writing sheets were used as resources for reports and discussions. This documentation method enabled students to access all reports. In addition, a comment session was introduced to provide educational access to all subtopics. Contents were entrusted to each student and a student’s actuation for self-directed, deep learning appeared in the quality of their comments and their selection of reports for comment. All reports and commenting activities were facilitated by e-Learning technologies and monitored. Then, collected data were analyzed using social graphs. This study revealed that the comment session nurtured critical competencies toward applying acquired knowledge and finding information. Additionally, the Communication Jigsaw enabled the identification of outstanding performances among students and their connections. The Communication Jigsaw facilitated finding and analyzing the process of forming academic hubs and cliques within the scholarly community. The distribution spectrum of connections in the comment section did not conform to Gaussian distribution principles but rather the distinct distribution pattern characteristic of social communication. Taken together, this study showed a concrete example of lesson design and evaluation method to be adaptable to the flat world communication.
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46

Margaret Roberts, Mary. "Communication Education and Communication Education: on Editing and Teaching". Communication Education 51, n.º 4 (octubre de 2002): 360–63. http://dx.doi.org/10.1080/03634520216530.

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47

Shelby, Annette N. y N. Lamar Reinsch. "The Communication Audit: A Framework for Teaching Management Communication". Business Communication Quarterly 59, n.º 2 (junio de 1996): 95–108. http://dx.doi.org/10.1177/108056999605900208.

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This article describes a communication audit project used in a graduate-level management communication course. We review some of the literature con cerning communication audits, explain why and how we use an audit in our classes, and describe specific audit-related assignments. While a challenging assignment both for student and professor, the audit is—in our judgment— clearly worth the effort.
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48

Rasyid, Muhammad Amin. "Interpersonal Communication that Inspires in EFL Teaching". ELT Worldwide: Journal of English Language Teaching 2, n.º 2 (10 de enero de 2016): 33. http://dx.doi.org/10.26858/eltww.v2i2.1686.

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This study attempted to reveal the perception of EFL students on the lecturer verbal and nonverbal interpersonal communication that they experience and expect to foster their positive attitudes and nurture their motivation in learning English at State University of Makassar, Indonesia. The respondents consisted of 152 fifth semester students of undergraduate program, majoring in English Education, attending TEFL course in 2013/2014 academic year. The study was guided by the researchers’ teaching belief stating that teaching is communicating and inspiring virtues in the forms of knowledge, skills and attitudes. The instruments used were (a) The 14 lecturer verbal interpersonal communication measure (VICM) and (b) the 14 lecturer non-verbal interpersonal communication measure (NVICM) developed by the researcher. The data analysis showed that four of the 14 VICM were not inspiring, namely telling students his personal experience, responding students’ reasons for being late, asking students to tell their most impressive learning English experience, and allowing students to call their lecturers by their first name; and three of the 14 NVICM were not inspiring, namely moving around the class when teaching, touching (shaking hands), coming closer to students when lecturing. Key concepts: perception, inspiring, interpersonal, communication
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49

Turabaeva, L. K. "LANGUAGE COMMUNICATION AND COMMUNICATION COMPETENCE". EurasianUnionScientists 3, n.º 7(76) (20 de agosto de 2020): 37–40. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.76.908.

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This article discusses the activities of the language as a means of communication. We are talking about communicative features and types of speech. Currently, special attention is paid to the issues of communicative teaching involves mastering the communicative-cognitive activity of the language, taking into account communicative activity.
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Niyazova, Gulnora Gulomovna y Raupova Laylo Rahimovna. "The Pragmatics Of Intercultural Communication In English Teaching In University". American Journal of Social Science and Education Innovations 03, n.º 02 (28 de febrero de 2021): 210–15. http://dx.doi.org/10.37547/tajssei/volume03issue02-34.

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In order to learn a foreign language, students have to master the knowledge, skills and also have to understand the language which reflected the foreign culture, so as to overcome cultural barriers, communicate with foreigners decently and effectively and have emotional communication and cross-cultural communication. Intercultural communicative competence plays a vital role for the cultivation of language and communication ability, intercultural communication is a new “edge” subject, which has a close relationship with English teaching.
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