Relevant bibliographies by topics / Instructional communication theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Instructional communication theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Instructional communication theory"

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Moore, Patrick, and Chad Fitz. "Gestalt Theory and Instructional Design." Journal of Technical Writing and Communication 23, no. 2 (1993): 137–57. http://dx.doi.org/10.2190/g748-by68-l83t-x02j.

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Research on the visual presentation of instructions (and other texts) tends to be repetitious, unsystematic, and overly complex. A simpler yet rich approach to analyzing the visual dimension of instructions is Gestalt theory. Gestalt principles of proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity provide a powerful approach to making instructions more inviting and consistent, as well as easier to access, follow, and understand. This article applies six Gestalt principles to a badly designed instruction to show what improvements result when Gestalt theor
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Perkins, Sally J. "Toward a rhetorical/dramatic theory of instructional communication." Communication Education 43, no. 3 (1994): 222–35. http://dx.doi.org/10.1080/03634529409378979.

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Warsita, Bambang. "KONTRIBUSI TEORI DAN TEKNOLOGI KOMUNIKASI DALAM TEKNOLOGI PEMBELAJARAN." Jurnal Kwangsan 2, no. 2 (2014): 71. http://dx.doi.org/10.31800/jkwangsan-jtp.v2n2.p71--91.

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Every technology is built on the basis of certain theory, instructional technology is built on the basis of principles that is drawn from communication theory and results of research in the utilization of communication technology. This study aims to gain an overview of the contribution of communication theory and technology in instructional technology. Instructional technology is built based on the principles that is drawn from various theories, one of them is a theory of communication. Instructional technology is utilizing communication media based on communication technology (broadcasting te
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Warsita, Bambang. "KONTRIBUSI TEORI DAN TEKNOLOGI KOMUNIKASI DALAM TEKNOLOGI PEMBELAJARAN." Jurnal Kwangsan 2, no. 2 (2014): 71. http://dx.doi.org/10.31800/jtp.kw.v2n2.p71--91.

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Every technology is built on the basis of certain theory, instructional technology is built on the basis of principles that is drawn from communication theory and results of research in the utilization of communication technology. This study aims to gain an overview of the contribution of communication theory and technology in instructional technology. Instructional technology is built based on the principles that is drawn from various theories, one of them is a theory of communication. Instructional technology is utilizing communication media based on communication technology (broadcasting te
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Warsita, Bambang. "KONTRIBUSI TEORI DAN TEKNOLOGI KOMUNIKASI DALAM TEKNOLOGI PEMBELAJARAN." Jurnal Kwangsan 2, no. 2 (2014): 71. http://dx.doi.org/10.31800/jtpk.v2n2.p71--91.

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Every technology is built on the basis of certain theory, instructional technology is built on the basis of principles that is drawn from communication theory and results of research in the utilization of communication technology. This study aims to gain an overview of the contribution of communication theory and technology in instructional technology. Instructional technology is built based on the principles that is drawn from various theories, one of them is a theory of communication. Instructional technology is utilizing communication media based on communication technology (broadcasting te
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Warsita, Bambang. "KONTRIBUSI TEORI DAN TEKNOLOGI KOMUNIKASI DALAM TEKNOLOGI PEMBELAJARAN." Jurnal Kwangsan 2, no. 2 (2014): 71. http://dx.doi.org/10.31800/jurnalkwangsan.v2i2.16.

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Every technology is built on the basis of certain theory, instructional technology is built on the basis of principles that is drawn from communication theory and results of research in the utilization of communication technology. This study aims to gain an overview of the contribution of communication theory and technology in instructional technology. Instructional technology is built based on the principles that is drawn from various theories, one of them is a theory of communication. Instructional technology is utilizing communication media based on communication technology (broadcasting te
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Lake,, Pamela K., Barbara K. Haas,, and Marsha Matthews,. "FIT to Care: An Action Research Study Exploring the Use of Communication Theory to Strengthen Caring Relationships between Teachers and Students." International Journal of Human Caring 18, no. 3 (2014): 15–25. http://dx.doi.org/10.20467/1091-5710.18.3.15.

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A caring-trusting relationship between teacher and student is foundational in caring educational environments. This relationship can be threatened when negative feedback to students is required. Instructional feedback based on feedback intervention theory (FIT) has been effective in communication studies. The purpose of this action research study was to explore the use of FIT-based communication techniques as a tool for nursing faculty to provide instructional feedback while protecting the caring-trusting relationship between teacher and student. Study participants reported positive changes in
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Weber, Marsha, Sheri Erickson, and Mary Stone. "Using Communication Theory to Teach SOX Reporting Requirements." Issues in Accounting Education 26, no. 1 (2011): 241–56. http://dx.doi.org/10.2308/iace.2011.26.1.241.

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ABSTRACT: This paper presents an instructional resource and provides suggestions for its implementation. The resource demonstrates a method for teaching students how communication in required SOX Section 404 reports can impact stakeholders’ perceptions of that organization. Students read portions of selected 10-K, 10-Q, and corporate annual reports in which management responds to disclosed internal control material weaknesses. Students then analyze these excerpts according to a well-known image restoration strategy. This assignment enhances written communication skills, analytical skills, rese
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Lake,, Pamela K. "Communication Theory to Facilitate Teacher Caring in Instructional Feedback." International Journal of Human Caring 16, no. 4 (2012): 27–29. http://dx.doi.org/10.20467/1091-5710.16.4.27.

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Nussbaum, Jon F., and Gustav Friedrich. "Instructional/Developmental Communication: Current Theory, Research, and Future Trends." Journal of Communication 55, no. 3 (2005): 578–93. http://dx.doi.org/10.1111/j.1460-2466.2005.tb02686.x.

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Dissertations / Theses on the topic "Instructional communication theory"

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Trader, Robert Joseph. "Instructional communication matters a test of Knowledge Acquisition Theory (KAT) from a message-oriented receiver perspective /." Lexington, Ky. : [University of Kentucky Libraries], 2007. http://lib.uky.edu/ETD/ukycomm2007d00617/TRADER.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2007.<br>Title from document title page (viewed on August 6, 2007). Document formatted into pages; contains: vi, 96 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 76-93).
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Trader, Robert Joseph. "INSTRUCTIONAL COMMUNICATION MATTERS: A TEST OF KNOWLEDGE ACQUSITION THEORY (KAT) FROM A MESSAGE-ORIENTED RECEIVER PERSPECTIVE." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_diss/505.

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This dissertation encourages adoption of a message-oriented receiver perspective when developing new instructional communication theories and proposes a causal-process model derived from Knowledge Acquisition Theory to demonstrate how this perspective can be used to predict student cognitive learning outcomes. Three hypotheses are generated to test the propositions of the derived model. The first hypothesis seeks to determine which dimensions of instructional message clarity and course content relevance best predict student interactions with instructional content. The second hypothesis predic
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Gleason, James P. "THE IMPACT OF INTERACTIVE FUNCTIONALITY ON LEARNING OUTCOMES: AN APPLICATION OF OUTCOME INTERACTIVITY THEORY." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1165.

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Thesis (Ph. D.)--University of Kentucky, 2009.<br>Title from document title page (viewed on May 24, 2010). Document formatted into pages; contains: xix, 225 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 217-222).
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Leddin, E. Patrick. "CONTENT RELEVANCE CENTRIC THEORY: AN INVESTIGATION OF CONTENT RELEVANCE'S ABILITY TO PREDICT LEARNING OUTCOMES IN A TRAINING ENVIRONMENT." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1178.

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Thesis (Ph. D.)--University of Kentucky, 2009.<br>Title from document title page (viewed on June 2, 2010). Document formatted into pages; contains: viii, 103 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 95-101).
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Grieve, Susan M. "Cognitive Load Theory Principles Applied to Simulation Instructional Design for Novice Health Professional Learners." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_pt_stuetd/78.

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While the body of evidence supporting the use of simulation-based learning in the education of health professionals is growing, howor why simulation-based learning works is not yet understood. There is a clear need for evidence, grounded in contemporary educational theory, to clarify the features of simulation instructional design that optimize learning outcomes and efficiency in health care professional students. Cognitive Load Theory (CLT) is a theoretical framework focused on a learner’s working memory capacity. One principle of CLT is example based learning. While this principle has been a
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Davenport, David Chanson. "Examining Peer Perceptions of Humorous Communication in the College Classroom." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/42.

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The majority of instructional communication literature has historically focused on the positive outcomes of incorporating humor into the classroom. However, despite the clearly documented instructional benefits of humorous communication, the literature tends to focus solely on instructor-enacted humor. However, humor is not a homogenous concept; therefore, it is imperative to examine it from a number of contexts, including student-enacted humor. Although the Instructional Humor Processing Theory (IHPT) has made a number of theoretical advances in exploring humorous communication in the clas
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Vallade, Jessalyn Ilene. "What to Expect When They're Expecting: An Examination of College Student Expectations for Instructor Behavior." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1278438473.

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Schubert, David Alan. "An Instructional Designer Competency Framework for Complex Learning Designs." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1085.

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Learning design competency frameworks published by professional organizations, exist for typical instructional design efforts. However, a review of literature revealed a lack of frameworks available for the creation of complex learning designs (CLDs). The goal of this research was to develop a competency framework for the creation of CLDs. Quantitative and qualitative methods were employed in the four phases of the design and development research approach In phase one, a survey based on the Educational Technology Multimedia Competency Survey (ETMCS) was sent to instructional designers who self
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Tatum, Nicholas T. "INSTRUCTOR-STUDENT RAPPORT AS A PSYCHOLOGICAL NEED FOR STUDENTS." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/86.

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There is a need to explore ways to better motivate students in instruction, as student motivation is an issue confronting teachers at all levels of education. Instructor-student rapport (ISR), a multidimensional concept comprised of students’ enjoyable interaction and personal connection with instructors, has potential to offer educators a tool for increasing these important student outcomes. Further, self-determination theory (SDT) may have utility for illustrating the psychological mechanisms through which instructors influence students by building rapport. First, this study explored what be
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Frey, Terrell Kody. "CAT IN THE CLASSROOM: UNDERSTANDING INSTRUCTOR BEHAVIOR AND STUDENT PERCEPTIONS THROUGH COMMUNICATION ACCOMMODATION THEORY." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/85.

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Adjusting one’s communication is a fundamental requirement for human interaction (Gasiorek, 2016a). Individuals adapt communication behavior according to the circumstances surrounding the situation, resulting in different patterns and forms of speech relative to spouses, family members, coworkers, or friends. Yet, researchers in instructional communication have not yet substantially applied adjustment as a theoretical lens for understanding instructor-student classroom interactions (Gasiorek & Giles, 2012; Soliz & Giles, 2014; Soliz & Bergquist, 2016). Apart from overlooking this useful theore
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Books on the topic "Instructional communication theory"

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Kazem, Mahdavi, Koslover Deborah, and Brown Leonard L. 1972-, eds. Cross disciplinary advances in quantum computing: NSF sponsored research Conference on Representation Theory, Quantum Field Theory, Category Theory, and Quantum Information Theory, October 1-4, 2009, University of Texas at Tyler, Tyler, Texas. American Mathematical Society, 2011.

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Tensors: Geometry and applications. American Mathematical Society, 2011.

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Brewster, Clark Diana, ed. Dyslexia: Theory and practice of instruction. 3rd ed. York Press, 2004.

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Artificial intelligence and tutoring systems: Computational and cognitive approaches to the communication of knowledge. Morgan Kaufmann Publishers, 1987.

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Decker, Harold A., and Colleen J. Kirk. Choral Conducting: Focus on Communication. Waveland Press, 1995.

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Romanova, Yuliya, Pavel Muzychkin, Nataliya Zhenova, et al. Modern information and communication technologies for successful business. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1073931.

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The textbook contains a verified set of materials about the opportunities and technologies of doing business on the global Internet.&#x0D; Technologies and means of the electronic market, electronic cash flows and possibilities of their management are considered. Special attention is paid to the issues of site construction: tips and step-by-step instructions are given for the direct creation of a site, setting a task and implementing it to order, as well as numerous opportunities and tools for promoting a site on the web. The basics of the security of electronic business activity are presented
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Des campagnes de communication réussies: 43 études de cas primés. Presses de l'Université du Québec, 2004.

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Group theory/process for nursing practice. Brady Communications Co., 1985.

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Dawson, C. J. Music education at a distance: A hub class trial in the study of music theory using communications technology : report. Education Technology Centre, Education Dept., South Australia, 1986.

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A, Wood Emma, ed. Experimental spiritism: Book on mediums or a guide for mediums and invocators (1874) : containing the special instruction of the spirits on the theory of all kinds of manifestations; the means of communicating with the invisible world; the development of mediumship; and the difficulties and the dangers that are to be encountered in the practice of spiritism. Kessinger Pub., 1996.

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Book chapters on the topic "Instructional communication theory"

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Demirer, Veysel. "Information and Communication Technologies." In Instructional Process and Concepts in Theory and Practice. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2519-8_13.

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Warren, Scott Joseph, Jennifer Lee, and Anjum Najmi. "The Impact of Technology and Theory on Instructional Design Since 2000." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_8.

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Manalo, Emmanuel, and Mari Fukuda. "Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work." In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_56.

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AbstractUsing appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were used. Useful functions that the diagrams served included clarification, summarization, integration of points, and provision of additional information and/or perspectives in visual form. However, there were also redundancies, as well as unclear, schematically erroneous, and overly complicated representations in some of the diagrams that the students constructed. These findings are discussed in terms of needs, opportunities, and challenges in instructional provision.
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Houser, Marian L. "Instructional Communication." In An Integrated Approach to Communication Theory and Research. Routledge, 2019. http://dx.doi.org/10.4324/9780203710753-42.

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Shearman, Sachiyo Morinaga, and Mariko Eguchi. "Use of New Media in Intercultural Communication Classes." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch025.

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Since the term intercultural communication was first used by Edward T. Hall in 1959, more than half a century has passed, and the context of intercultural communication has gone through dramatic changes. With the advent of the internet and the digital media technologies, instructors can offer students computer-mediated intercultural communication using a variety of new media such as video-conferencing and instant messaging. Drawing from contact theory, learning cycle theory, and new media theory, the authors examine the use of computer-mediated intercultural communication, report various ways that new media are used in classrooms based on an online survey, discuss its benefit and limitations, and review a best practice example, a case of “Global Understanding Course” coordinated by East Carolina University and Global Partners in Education. The authors believe that integrating the use of new media in intercultural communication education helps prepare students for the global society.
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"The Invariant-Based SLA Theory as Scaffolding for Textbook Theory and Praxis of Learning." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2672-9.ch003.

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L2 textbooks have always played an important role in the nativist and instructed leaning of foreign languages. Being a derivative of an SLA theory, textbook thesis is supposed to be subordinate to the basics of the original general framework. The underlying fundamentals of textbook theory coincide with those of SLA but are transpired into a domain designated as the acquirer's status. The concept is related to the functional modules of language systematics, its communicative projection, and the individual's inner verbal thought. These correlate with situational and linguistic patterns determined in terms of invariant predicative units. The binary principle will reveal itself in that the dimensions “language and communication,” “language and individual (introspective) verbal thought,” “communication and language,” “communication and individual verbal thought,” “individual verbal thought and language,” and “individual verbal thought and communication” are symmetrical counterparts of the predication axiom. The modules mentioned characterize the modus operandi of textbook theory phenomena alongside the operational modes presented by different types of speech: egocentric, inner, vocal, and written. Each mode is distinguished by a particular formula of predicative expression, with the total number of binary units remaining the same irrespective of the functioning mode type.
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Yang, Ping. "Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch042.

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This chapter examines the important role intercultural nonverbal communication competence plays as intercultural responsiveness in the second language learning classroom. The researcher reviewed relevant theory about intercultural nonverbal communication competence and focused on the research question. First, nonverbal communication styles are part of a culture, and the differences between low-context culture and high-context culture are represented in direct and indirect communication style in classroom communication activities. Second, speakers from different cultures use different nonverbal communication rules and behave differently and this can cause misunderstanding. Third, intercultural nonverbal communication differs between people from polychronic culture and those from monochronic culture. Different time concepts result in different behaviour patterns. Second language teachers should undertake training in intercultural nonverbal communication to facilitate students learning. The pedagogical implications for the second language teachers are discussed.
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"The Rationale of an Invariant-Based Textbook Theory." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2672-9.ch006.

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The Chapter provides a concluding conceptual overview on theoretical perspectives of the practical interpretation of binary predicative units within an invariant approach to SLA. An important advantage of the invariant-based textbook theory is that binary predicative units function within the entire discourse ranging from the simplest to the most complicated structures. Binary predicative units initiate and congregate the speech modes, successively activating egocentric, inner, and oral speech, thus developing grounds for writing. Another advantage of the invariant textbook theory and corresponding technology is the highest degree of the learner's involvement in second language acquisition. The acquirer's communicative competence is characterized not only by their ability to produce or perceive authentic utterances but also by the ability to express their attitudes and frame the interlocutor's in any form of communication.
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Ferguson, Maggie, and Adrian Ibbetson. "The Use of Online Technologies in the Teaching and Learning Process." In Information Communication Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch113.

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This paper provides an evaluation of the effectiveness of a year-one module delivered by a combination of traditional and online teaching methods to leisure and tourism undergraduates. The research further considers the value of the extemporized implementation of computer-mediated instructional settings that do not consider or refer to existing evaluative frameworks, in view of the fact that initiatives often are driven more by pragmatism and policy than pedagogy and theory. The findings show that there are negative and positive attributes to both methods of instruction, but overall, traditional methods are seen as preferable to new online developments. The reasons for this preference are explored and include communication interaction and contact with a tutor. The main positive attributes of the online system are flexibility and accessibility. The issue of appropriateness of online instruction at differing higher educational levels is also considered.
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Leflore, Dorothy. "Theory Supporting Design Guidelines for Web-Based Instruction." In Instructional and Cognitive Impacts of Web-Based Education. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch006.

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More and more universities are turning to Web-based instruction in order to accommodate a larger student population. Much of the coursework available online follows the traditional packet type system that has been available for printed correspondence courses. The major difference has been synchronous and asynchronous communication, not just between the instructor and students but among the students. However, learning can be enhanced if attention is given to how the material to be learned is presented and how students are required to interact with and interpret the material. Learning theories can be used to provide sound guidelines for designing a variety of presentation modes and student activities online. Examples provided later in this chapter come from an on-line course in Learning Theories at North Carolina A &amp; T State University which was designed and taught by Karen Smith-Gratto. A primary theory to consider is Gestalt theory because the main focus of Gestalt theorists was to explore perception and its relationship to learning. Smith-Gratto and Fisher (1998-99) stated “The screens rely heavily on the ‘visual perception’ of the learner” (p. 3). Consequently, the Laws of Perception should be the foundation for visually designing and evaluating the Web-based instructional page. Some of the Laws of Perception that would be beneficial in designing Web-based instructional pages are figure-ground contrast, simplicity, proximity, similarity, symmetry, and closure. In addition to the Laws of Perception, Gestalt theory can also provide guidance in the development of activities for students to engage in during the Web-based learning experience. While modern cognitive theory is in some respects an outgrowth of Gestalt theory, there are differences that can be exploited to provide additional approaches to Web-based instruction. There are several approaches from cognitive theory that can be used to help design what appears on the Web-based instructional page and help design student interactions. Cognitive mapping or webbing, concept attainment activities, and use of motivational graphics, animations and sounds are ways that cognitive theory can substantially contribute to the instruction. In addition to Gestalt and cognitive theory, constructivism can be drawn upon to create Web-based instructional activities that require students to approach learning in different ways. Guidelines for developing Constructivist based activities require that students be given active and engaging tasks that require more than minimal intellectual involvement. Examples of such tasks include student development of models and metaphors to explain what they are learning. Students can be provided with demonstration simulations that are not explained. Students are then required to explain what happened within the demonstration and construct definitions and explanations based upon what they observed. In addition to these types of activities, students can be required to participate in on-line problem solving activities both alone and with other students.
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Conference papers on the topic "Instructional communication theory"

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Dhandabani, Lakshmi, and Rajeev Sukumaran. "Use of multiple intelligences and instructional technologies in learning theory of computation: An experimental case study." In 2015 International Conference on Advanced Computing and Communication Systems (ICACCS). IEEE, 2015. http://dx.doi.org/10.1109/icaccs.2015.7324126.

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Musdi, Edwin, and Yuli Dwi Andila. "Improve student mathematical communication ability through the development of geometry instructional device based on Van Hiele’s theory." In THE 4TH INDOMS INTERNATIONAL CONFERENCE ON MATHEMATICS AND ITS APPLICATION (IICMA 2019). AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0020900.

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Bairaktarova, Diana, and Mary Pilotte. "Words or Images: Insights on How Engineering Students and Engineers Communicate in Practice." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35209.

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This paper examines the use of language (text and verbal communication) across school and work settings. The participants of the study are from two distinct pools — 380 first-year engineering students and 355 industry professionals. To test the study predictions and interpret the results the individual data sets from both studies were reviewed and analyzed. Data suggests that for the professional engineering population, face to face communication was the preferred communication mode for sharing engineering evaluation, communicating difficult concepts, and describing their work product. Email a
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Bustos Jaimes, Javier, Taylor Powell, Lynn Hanson, and Rahul S. Renu. "Use of Machine Learning and Computational Linguistics to Understand Technical Instruction Authorship." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85612.

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This article describes the use of machine learning and Natural Language Processing to determine the quality of existing technical instructions. Technical instructions were gathered from publicly available, online sources and analyzed to determine their usability and adherence level to published guidelines in the engineering and in the technical communication fields. Although some organizations have established guidelines unique to their industries, analysis of the randomly-selected instruction sets shows that documents often fall short of targets associated with usability, clarity, and benefit
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Jacobus, Frank, and Marc Manack. "Remote Control: The Natural Language of Architecture." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.30.

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The architectural design process is a means of translating information into form, and has long relied on indirect (“remote”) control mechanisms for communicating and translating the architect’s authorial intent into a built work. These methods have generally evolved from a more direct, physical basis, as both technology and the discipline have evolved. To communicate design ideas, architects have relied on methodologies that range from an extreme desire for control, to models that attempt to relinquish many controls entirely. Early communication models, in part due to lack of material, form, a
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Marsh, Cecille. "Strategic Knowledge of Computer Applications: The Key to Efficient Computer Use." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3094.

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There are many initiatives to train people in using Information and Communication Technology but several international studies have shown that despite adequate computing experience, many users do not make efficient use of computer applications. This may be caused by a lack of strategic knowledge that is difficult to acquire just by knowing how to use commands. Research by Bhavnani and others indicates that the efficient use of computers requires task decomposition strategies that exploit the capabilities offered by computer applications, and they maintain that these general strategies can in f
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Barut, Yaşar, Murat Gökalp, Mürsel Akdenk, and Agamurat Nazarov. "An Evaluation of Percepctives of Students Studing in Turkey from Turkish Republics and Relative Communities about Instructional Progams." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00491.

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In this study, relative communications and Turk Republics’ students thought about instructional programs according to their sex, age, departments, marriage and nationality who attended Samsun Education Faculty In 19 May University were investigated The sample and universe of research consists 106 students who attended in different departments of Samsun Education Faculty. Data required a questionnaire developed by researcher with 5 Likert type with 20 items. Data was analyzed in terms of frequencies, percentages, t-Test, One way Anova, Post Hoch (LSD). The results of research show that there ar
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Such, O., R. Fabricius, M. Klimo, and J. Juhar. "Innovating instruction of communication theory with machine learning and speech analysis." In 2020 18th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2020. http://dx.doi.org/10.1109/iceta51985.2020.9379272.

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Kautz, Christian H., and Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.

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We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an ins
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Pratt, Deirdre Denise. "The making of CourseMaker, a web-based shell program which can be set up by the teacher to run online courses." In The South African Communications Association Conference. SACOMM, 2003. http://dx.doi.org/10.51415/10321/243.

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CourseMaker is an HTML shell program which was developed by the presenter as part of a Ph.D. research project on CAI/written composition, but which can be used for a variety of other instructional purposes. CourseMaker contains many of the elements of the traditional classroom translated into the electronic medium, and can be set up by teachers to run a variety of courses in either academic or non-formal subjects, along with any instructions, lesson materials or notes they may wish to include. It has features such as lesson links and pop-up boxes which make it possible to layer and cross-link
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Reports on the topic "Instructional communication theory"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden
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