Pandemic Pedagogy: Elements of Online Supportive Course Design

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote teaching, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, autonomy support, and teacher competence. Finally, practical implications for university faculty and areas for future research are discussed.

Editors' introduction: sustaining ourselves as scholars

For this forum, we invited essays exploring ways that we can build resilience and sustain our work as faculty and scholars. Authors were asked to address one of the following questions in their essays: How can we build resilience in our academic communities? As the COVID-19 pandemic becomes endemic, it is time to pause to reflect on how we want to move forward as a scholarly community in ways that sustain our work as teachers, scholars, and human beings. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

What communication skills do other disciplines value most? A communication across the curriculum needs analysis

This study sought to gain insight into how faculty in other disciplines perceive communication skills as well as to conduct a needs analysis that can help us to develop resources to support faculty who are integrating communication assignments into their disciplinary courses. Survey data were collected from 232 faculty at three large, public universities, and qualitative follow-up interviews were conducted with 12 faculty across institutions and disciplines. Results showed that there is wide variation in the complexity with which our colleagues define communication. Group and interaction skills were among the most valued communication skills, along with a variety of presentation skills. While explanatory and argumentation skills were highly valued, they are also areas where growth is needed. Online and mediated communication skills were rated as least important in the survey that was completed prior to COVID-19, but were discussed as an emerging need in the interviews conducted during the pandemic. [ FROM AUTHOR]

Editors' Introduction

Teachers and students from pre-K through university were forced to adjust their teaching and learning modalities at a moment's notice, with an immediate transition to remote instruction. How can I Communication Education i scholars respond to these lessons and challenges with our scholarship? One of the most core elements of instructional communication is the manner in which instructors and students orally communicate about course content - often in face-to-face or online settings that are planned and coordinated from the moment a student registers for a particular course. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)