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ABSTRACT
Since the founding of instructional communication in the 1970s, scholars have periodically conducted comprehensive reviews of the published body of research to assess the state of the field of study. Despite the importance of such reflections, no comprehensive analysis of the literature has been conducted in over 15 years. To this end, a content analysis was conducted of Communication Education, the flagship journal of instructional communication. Articles published between January 2000 and January 2016 were examined. Results indicate that the research references a wide range of theories, derives most of its data from surveys administered to college students, and predominantly focuses on refining and further exploring previous research topics in new contexts.
Notes on contributors
Nino Andre Conley is adjunct associate professor of the Communication Visual and Performing Arts department at Cosumnes River College in Sacramento, CA. Mr. Conley’s areas of interest include instructional, media, and intercultural communication. Mr. Conley earned his bachelor’s degree in media communication and his master’s degree in communication studies from California State University, Sacramento, where he was also a scholar of the Ronald E. McNair Post-Baccalaureate Achievement Program.
Dr. Kimo Ah Yun is dean of the J. William and Mary Diederich College of Communication at Marquette University. A recipient of multiple teaching and research awards, Ah Yun has served as an administrator, researcher, and professor of communication with a special interest in interpersonal communication, instructional communication, and social influence. Ah Yun earned his bachelor’s degree in communication studies from California State University, Sacramento, master’s degree in communication studies from Kansas State University, and a Ph.D. in communication from Michigan State University.