Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts

References

• Adamic, L. (1945). A nation of nations. New York, NY: Harper.
   Google Scholar
• Adams, B. (1971). Elwood Murray—A pioneer in speech communication (Unpublished master's thesis). Brigham Young University, Provo, Utah.
   Google Scholar
• Allen, M., Berkowitz, S., Hunt, S., & Louden, A. (1999). A meta-analysis of the impact of forensics and communication education on critical thinking. Communication Education, 48, 18–30. doi:10.1080/03634529909379149
   Web of Science ®Google Scholar
• Andersen, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. In D. Nimmo (Ed.), Communication yearbook 3 (pp. 543–559). New Brunswick, NJ: Transaction Books.
   Google Scholar
• Aragon, S. R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 2003, 100, 57–68. doi:10.1002/ace.119
   Google Scholar
• Backlund, P., & Hendrix, M. (2013, September). Educational games–Are they worth the effort?: A literature survey of the effectiveness of serious games. Paper presented at the Games and Virtual Worlds for Serious Applications Conference, Poole, England.
   Google Scholar
• Barfield, K. D. (1989). A study of the relationship between active participation in interscholastic debating and the development of critical thinking skills with implications for school administrators and instructional leaders (Unpublished doctoral dissertation). University of Alabama, Tuscaloosa.
   Google Scholar
• Brown, S. J., Lieberman, D. A., Gemeny, B. A., Fan, Y. C., Wilson, D. M., & Pasta, D. J. (1997). Educational video game for juvenile diabetes: Results of a controlled trial. Informatics for Health and Social Care, 22, 77–89. doi:10.3109/14639239709089835
   Google Scholar
• Bryant, J., Comisky, P., & Zillmann, D. (1979). Teachers’ humor in the college classroom. Communication Education, 28, 110–118. doi:10.1080/03634527909378339
   Web of Science ®Google Scholar
• Buckley, K. E., & Anderson, C. A. (2006). A theoretical model of the effects and consequences of playing video games. In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 363–378). Mahwah, NJ: Erlbaum.
   Google Scholar
• Bush, A. J., Kennedy, J. J., & Cruickshank, D. R. (1977). An empirical investigation of teacher clarity. Journal of Teacher Education, 28, 53–58. doi:10.1177/002248717702800216
   Web of Science ®Google Scholar
• Centers for Disease Control and Prevention (CDC). (n.d.). Crisis and emergency risk communication. Retrieved from http://emergency.cdc.gov/cerc/
   Google Scholar
• Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50, 58–77. doi:10.1080/01463370209385646
   Google Scholar
• Clark, R. E. (2007). Learning from serious games?: Arguments, evidence, and research suggestions. Educational Technology, 47, 56–59.
   Google Scholar
• Cohen, H. (1994). The history of speech communication: The emergence of a discipline, 1914–1945. Annandale, VA: Speech Communication Association.
   Google Scholar
• Coombs, T. W. (2009). Conceptualizing crisis communication. In R. L. Heath & H. D. O'Hair (Eds.), Handbook of risk and crisis communication (pp. 100–119). New York, NY: Routledge.
   Google Scholar
• Corbett, A. T., Koedinger, K. R., & Hadley, W. H. (2001). Cognitive tutors: From the research classroom to all classrooms. In P. S. Goodman (Ed.), Technology enhanced learning: Opportunities for change (pp. 235–263). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Coutu, D. L. (2003). Sense and reliability. Harvard Business Review, 81, 84–90.
   PubMed Web of Science ®Google Scholar
• Crandall, R., & Sidak, J. (2006). Video games: Serious business for America's economy, Entertainment Software Association White Paper. Retrieved from http://www.theesa.com/newsroom/seriousbusiness.pdf
   Google Scholar
• de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2010). Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41, 69–85. doi:10.1111/j.1467-8535.2009.01024.x
   Web of Science ®Google Scholar
• Dewey, J. (1938). Experience and education. New York, NY: Kappa Delta Pi.
   Google Scholar
• Dorval, M., & Pépin, M. (1986). Effect of playing a video game on a measure of spatial visualization. Perceptual and Motor Skills, 62, 159–162. doi:10.2466/pms.1986.62.1.159
   PubMed Web of Science ®Google Scholar
• Downs, E., & Smith, S. L. (2010). Keeping abreast of hypersexuality: A video game character content analysis. Sex Roles, 62, 721–733. doi:10.1007/s11199-009-9637-1
   Web of Science ®Google Scholar
• Downs, V. C., Javidi, M. M., & Nussbaum, J. F. (1988). An analysis of teachers’ verbal communication within the college classroom: Use of humor, self-disclosure, and narratives. Communication Education, 37, 127–141. doi:10.1080/03634528809378710
   Web of Science ®Google Scholar
• Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. Digital Kompetanse, 1, 184–213.
   Google Scholar
• Fink, S. (2002). Crisis management: Planning for the inevitable (2nd ed.). New York, NY: American Management Association.
   Google Scholar
• Finn, A. N., & Ledbetter, A. M. (2013). Teacher power mediates the effects of technology policies on teacher credibility. Communication Education, 62(1), 26–47. doi:10.1080/03634523.2012.725132
   Web of Science ®Google Scholar
• Friedrich, G. (1987). Instructional communication research. Journal of Thought, 22, 4–10.
   Google Scholar
• Frisby, B. N., Sellnow, D. D., Lane, D. R., Veil, S. R., & Sellnow, T. L. (2013). Instruction in crisis: Targeting learning preferences and efficacy. Risk Management, 15, 250–271. doi: 10.1057.rm.2013.7
   Google Scholar
• Frisby, B. N., Veil, S. R., & Sellnow, T. L. (2014). Instruction in health-related crises: Essential information for self-protection. Health Communication, 29(4), 347–354. doi:10.1080/10410236.2012.755604
   PubMed Web of Science ®Google Scholar
• Frymier, A. B., & Shulman, G. M. (1995). “What's in it for me?”: Increasing content relevance to enhance student motivation. Communication Education, 44, 40–50. doi:10.1080/03634529509378996
   Web of Science ®Google Scholar
• Furgerson, J. (2012). I need help finding it: Understanding the benefits of research skill acquisition in competitive forensics. Speaker & Gavel, 49(2), 88–95.
   Google Scholar
• Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave/Macmillan.
   Google Scholar
• Gee, J. P. (2006). Are video games good for learning? Digital Kompetanse, 3, 172–183.
   Google Scholar
• Gee, J. P. (2009). Deep learning properties of good digital games: How far can they go? In U. Ritterfeld M. Cody & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 67–82). New York, NY: Routledge.
   Google Scholar
• Goodman, D., Bradely, N. L., Paras, B., Williamson, I. J., & Bizzochi, J. (2006). Video gaming promotes concussion knowledge acquisition in youth hockey players. Journal of Adolescence, 29, 351–360. doi:10.1016/j.adolescence.2005.07.004
   PubMed Web of Science ®Google Scholar
• Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11, 8–26. doi:10.1080/08923649709526970
   Google Scholar
• Hayes, R. T. (2005). Effectiveness of instructional games: A literature review and discussion (Technical Training Report 2005–004). Orlando, FL: Naval Air Warfare Center, Training Systems Division.
   Google Scholar
• Holmgren, J. L., & Bolkan, S. (2014). Instructor responses to rhetorical dissent: Student perceptions of justice and classroom outcomes. Communication Education, 63(1), 17–40.
   Web of Science ®Google Scholar
• International Society for Presence Research. (2000). The concept of presence: Explication statement. Retrieved from www.ispr.info (January 1, 2014).
   Google Scholar
• Ivory, J. D. (2013). Video games as a multifaceted medium: A review of quantitative social science research on video games and a typology of video game research approaches. Review of Communication Research, 1, 31–68. doi:10.12840/issn.2255-4165_2013_01.01_002
   Google Scholar
• Jordan, G. (1992). Exploiting computer-based simulations for language-learning purposes. Simulation & Gaming, 23, 88–98. doi:10.1177/1046878192231008
   Web of Science ®Google Scholar
• Ke, F. (2008). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 1–32). New York, NY: IGI Global. doi:10.4018/978-1-59904-808-6.ch001
   Google Scholar
• Kearney, P., Plax, T. G., Hays, E. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don't like about what teachers say and do. Communication Quarterly, 39, 309–324. doi:10.1080/01463379109369808
   Google Scholar
• Kelly, B. B., Paine, R., Richardson, R., & White, L. (2014). What we are trying to teach: Reconnecting collegiate forensics to the communication discipline. National Forensic Journal, 32(1), 38–58.
   Google Scholar
• King, P., & Witt, P. (2009). Teacher immediacy, confidence testing, and the measurement of cognitive learning. Communication Education, 58, 110–123. doi:10.1080/03634520802511233
   Web of Science ®Google Scholar
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Kuhlman, J. S., & Beitel, P. A. (1991). Videogame experience: A possible explanation for differences in anticipation of coincidence. Perceptual and Motor Skills, 72, 483–488. doi:10.2466/pms.1991.72.2.483
   Web of Science ®Google Scholar
• Lee, K., Peng, W., & Park, N. (2009). Effects of computer/video games and beyond. In J. Bryant & M. B. Oliver (Eds.), Media effects: Advances in theory and research (3rd ed., pp. 551–556). Mahwah, NJ: Erlbaum.
   Google Scholar
• Leong, P. (2011). Role of social presence and cognitive absorption in online learning environments. Distance Education, 32, 5–28. doi:10.1080/01587919.2011.565495
   Web of Science ®Google Scholar
• Li, L., Mazer, J. P., & Ju, R. (2011). Resolving international teaching assistant language inadequacy through dialogue: Challenges and opportunities for clarity and credibility. Communication Education, 60, 461–478. doi:10.1080/03634523.2011.565352
   Web of Science ®Google Scholar
• Lieberman, D. (2006). What can we learn from playing interactive games?. In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 379–397). Mahwah, NJ: Erlbaum.
   Google Scholar
• Limperos, A. M., Downs, E., Ivory, J. D., & Bowman, N. D. (2013). Leveling up: A review of emerging trends and suggestions for the next generation of communication research investigating video games’ effects. Communication Yearbook, 37, 348–377.
   Google Scholar
• Littlefield, R. S. (2006). Beyond education vs. competition: On viewing forensics as epistemic. The Forensic of Pi Kappa Delta, 91, 3–15.
   Google Scholar
• Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. Journal of Computer-Mediated Communication, 3(2), 0. doi:10.1111/j.1083-6101.1997.tb00072.x
   Google Scholar
• Lux, J. T. (2014). Are they getting what they need?: An analysis of the skills former collegiate forensic competitors find most useful in their current careers. The Forensic of Pi Kappa Delat, 99, 21–34.
   Google Scholar
• Martin, M. M., Myers, S. A., & Mottet, T. P. (1999). Students’ motives for communicating with their instructors. Communication Education, 48, 155–164. doi:10.1080/03634529909379163
   Web of Science ®Google Scholar
• McCrady, R. (2004). Forensics, debate and the SAT. Rostrum, 41, 44.
   Google Scholar
• McCroskey, J. C. (1966). Scales for the measurement of ethos. Speech Monographs, 33, 65–72. doi:10.1080/03637756609375482
   Google Scholar
• McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37, 269–277. doi:10.1080/03637757009375677
   Google Scholar
• McCroskey, J. C., & McCroskey, L. L. (2006). Instructional communication: The historical perspective. In T. P. Mottet V. P. Richmond & J. C. McCroskey (Eds.), Handbook of instructional communication: Rhetorical and relational perspectives (pp. 33–47). Boston, MA: Allyn and Bacon.
   Google Scholar
• McCroskey, J. C., & Richmond, V. P. (1983). Power in the classroom I: Teacher and student perceptions. Communication Education, 32, 175–184. doi:10.1080/03634528309378527
   Web of Science ®Google Scholar
• Mileti, D. S., & Fitzpatrick, C. (1991). Communication of public risk: Its theory and its application. Sociological Practice Review, 2, 20–18.
   Google Scholar
• Mileti, D. S., & Sorensen, J. H. (1990). Communication of emergency public warnings: A social science perspective and state-of-the-art assessment (ORNL-6609). Oak Ridge, TN: Oak Ridge National Laboratory.
   Google Scholar
• Morris, K. R. (2011). Service, citizenship and personal integrity: Forensics and the Quintilian ideal of “The Good (Wo)Man Speaking Well.” The Forensic of Pi Kappa Delta, 96, 1–9.
   Google Scholar
• Mottet, T. P., Richmond, V. P., & McCroskey, J. C. (2006). Instructional communication: Rhetorical and relational perspective. Boston, MA: Allyn & Bacon.
   Google Scholar
• Murray, E. (1937). The speech personality. New York, NY: J. B. Lippincott.
   Google Scholar
• Myers, S. A. (2010). Instructional communication: The emergence of a field. In D. L. Fassett & J. T. Warren (Eds.), The SAGE handbook of communication and instruction (pp. 149–159). Los Angeles, CA: Sage.
   Google Scholar
• Nussbaum, J. F., & Friedrich, G. (2005). Instructional/developmental communication: Current theory, research, and future trends. Journal of Communication, 55, 578–593. doi:10.1111/j.1460-2466.2005.tb02686.x
   Web of Science ®Google Scholar
• O'Neill, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: Evidence from the games literature. Curriculum Journal, 16, 455–474. doi:10.1080/09585170500384529
   Google Scholar
• O'Reilly, T., & Battelle, J. (2009). Web squared: Web 2.0 Five years on. Retrieved from http://assets.en.oreilly.com/1/event/28/web2009_websquared-whitepaper.pdf (01.04.14).
   Google Scholar
• Paul, W. B., Sorensen, F., & Murray, E. (1945). A functional core for the basic communication course. Quarterly Journal of Speech, 32, 232–244. doi:10.1080/00335634609381195
   Web of Science ®Google Scholar
• Peng, W. (2009). Design and evaluation of a computer game to promote a healthy diet for young adults. Health Communication, 24, 115–127. doi:10.1080/10410230802676490
   PubMed Web of Science ®Google Scholar
• Peters, T. L. (2009). An investigation into the relationship between participation in competitive forensics and standardized test scores. Rostrum, 84(2), 37–51.
   Google Scholar
• Plax, T. G., Kearney, P., Downs, T. M., & Stewart, R. A. (1986). College student resistance toward teachers’ use of selective control strategies. Communication Research Reports, 3, 20–27.
   Google Scholar
• Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill.
   Google Scholar
• Re, R. M. (2002). Unique intellectual environment. Rostrum, 4, 80.
   Google Scholar
• Reynolds, B., & Seeger, M. W. (2005). Crisis and emergency risk communication as an integrative model. Journal of Health Communication, 10, 43–55. doi:10.1080/10810730590904571
   PubMed Web of Science ®Google Scholar
• Richmond, S. A., Spence, P. R., & Fuller, B. A. (2011). Notes and collaboration: Using the Wiki in the college classroom. Academic Exchange Quarterly, 15(2), 103–108.
   Google Scholar
• Ritterfeld, U., Cody, M. J., & Vorderer, P. (2009). Serious games: Mechanisms and effects. New York, NY: Routledge.
   Google Scholar
• Rosser, J. C., Jr., Lynch, P. J., Cuddihy, L., Gentile, D. A., Klonsky, J., & Merrell, R. (2007). The impact of video games on training surgeons in the 21st century. Archives of Surgery, 142, 181–186. doi:10.1001/archsurg.142.2.181
   PubMed Web of Science ®Google Scholar
• Rourke, L. A. T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14, 50–71.
   Google Scholar
• Schrodt, P., & Witt, P. L. (2006). Students’ attributions of instructor credibility as a function of students’ expectations of instructional technology use and nonverbal immediacy. Communication Education, 55, 1–20. doi:10.1080/03634520500343335
   Web of Science ®Google Scholar
• Sellnow, D. D., Lane, D., Littlefield, R. S., Sellnow, T. L., Wilson, B., Beauchamp, K., & Venette, S. J. (2014). A receiver-based approach to effective instructional crisis communication. Journal of Contingencies and Crisis Management. doi:10.1111/1468-5973.12066
   Google Scholar
• Sellnow, T., & Sellnow, D. (2010). The instructional dynamic of risk and crisis communication: Distinguishing instructional messages from dialogue. Review of Communication, 10, 112–126. doi:10.1080/15358590903402200
   Google Scholar
• Sellnow, T., & Sellnow, D. (2013, July). The role of instructional risk messages in communicating about food safety. Food insight: Current topics in food safety and nutrition (p. 3). Washington, DC: International Food Information Council Foundation.
   Google Scholar
• Sellnow, T. L., Sellnow, D. D., Lane, D. R., & Littlefield, R. S. (2012). The value of instructional communication in crisis situations: Restoring order to chaos. Risk Analysis, 32, 633–643. doi:10.1111/j.1539-6924.2011.01634.x
   PubMed Web of Science ®Google Scholar
• Spence, P. R., Lachlan, K. A., & Westerman, D. (2009). Presence, sex, and bad news: Exploring the responses of men and women to tragic news stories in varying media. Journal of Applied Communication Research, 37, 239–256. doi:10.1080/00909880903025929
   Web of Science ®Google Scholar
• Stone, D. L., Lukaszewski, K. M., Stone-Romero, E. F., & Johnson, T. L. (2013). Factors affecting the effectiveness and acceptance of electronic selection systems. Human Resource Management Review, 23, 50–70. doi:10.1016/j.hrmr.2012.06.006
   Web of Science ®Google Scholar
• Thomas, R., Cahill, J., & Santilli, L. (1997). Using an interactive computer game to increase skill and self-efficacy regarding safer sex negotiation: Field test results. Health Education and Behavior, 24, 71–86. doi:10.1177/109019819702400108
   PubMed Web of Science ®Google Scholar
• Waldeck, J. H., Plax, T. G., & Kearney, P. (2010). Philosophical and methodological foundations of instructional communication. In D. L. Fassett & J. T. Warren (Eds.), The SAGE handbook of communication and instruction (pp. 161–179). Los Angeles, CA: Sage.
   Google Scholar
• Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research, 19, 52–90. doi:10.1177/009365092019001003
   Web of Science ®Google Scholar
• Walther, J. B., & Jang, J.-W. (2012). Communication processes in participatory websites. Journal of Computer-Mediated Communication, 18, 2–15. doi:10.1111/j.1083-6101.2012.01592.x
   Web of Science ®Google Scholar
• Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory. Communication Education, 59, 1–18. doi:10.1080/03634520903367238
   Web of Science ®Google Scholar
• Weber, K., Martin, M. M., & Myers, S. A. (2011). The development and testing of the Instructional Beliefs Model. Communication Education, 60, 51–74. doi:10.1080/03634523.2010.491122
   Web of Science ®Google Scholar
• Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students’ self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61, 185–204. doi:10.1080/03634523.2012.672755
   Web of Science ®Google Scholar
• Weick, K. E. (1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38, 628–652. doi:10.2307/2393339
   Web of Science ®Google Scholar
• Westerman, D., Spence, P. R., & Lachlan, K. A. (2012). Telepresence and exemplification: Does spatial presence impact sleeper effects? Communication Research Reports, 29, 299–309. doi:10.1080/08824096.2012.723272
   Google Scholar
• Wickline, M., & Sellnow, T. L. (2013). Expanding the concept of significant choice through consideration of health literacy during crises. Health Promotion Practice, 14, 809–815. doi:10.1177/1524839913498752
   PubMedGoogle Scholar
• Zhang, Q., Oetzel, J. G., Gao, X., Wilcox, R. G., & Takai, J. (2007). Teacher immediacy scales: Testing for validity across cultures. Communication Education, 56, 228–248. doi:10.1080/03634520601089092
   Web of Science ®Google Scholar