Dissertations / Theses: 'Theory of Educational Communication'

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Elmore, Branden D. "Using Situational Crisis Communication Theory to Interrogate a PWIs Response to a Campus Racial Crisis." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130471.

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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 theoretical approach, instructional communication scholarship can also be improved by accounting for 1) shifting group identities in higher education that change how instructors and students communicate, 2) incomplete conceptualizations of student perceptions in existing research, and 3) a consistent lack of concern for the hierarchical structure of educational data. This dissertation seeks to resolve these limitations through an application of one of the most prominent theories of adjustment: communication accommodation theory (CAT; Giles, 1973; Giles, Willemyns, Gallois, & Anderson, 2007a). The research specifically extends the CAT framework to an instructional setting by investigating how student perceptions of instructor nonaccommodation across several modes of communication (i.e., nonverbal, linguistic/verbal, content, support) influence information processing ability, relationships with instructors, and beliefs about instructors. Data were collected from 573 undergraduate students across 38 sections of a basic communication course (BCC). Students completed an online questionnaire assessing perceptions of the appropriateness of their instructor’s behavior (i.e., nonaccommodation), extraneous load, communication satisfaction, instructor-student rapport, instructor credibility, and instructor communication competence. The results first forward a nuanced measure for assessing nonaccommodation in a manner consistent with the theoretical propositions of CAT. Second, a series of analyses using hierarchical linear modeling (HLM; Raudenbush & Bryk, 2002) showed significant associations between perceptions of nonaccommodation across modes and students’ reported classroom outcomes. Interestingly, several of the individual, direct relationships disappeared when multiple modes of nonaccommodation were considered simultaneously, introducing the possibility that individuals may prioritize the appropriateness of certain behaviors within context. The data hierarchy (i.e., students enrolled in course sections) did exert some influence on the relationships between variables, yet the majority of variance accounted for across models occurred at the student level. Implications of the results related to both theory and practice within the basic communication course are presented in the discussion.

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Beatman, Thomas Robert. "Integrating Game-Design Knowledge and Education Theory to Communicate Biology Content." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1561035477730081.

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Flynt, Peggy. "Content Analysis of the Theory Base Used in the Conference Proceedings of the Association of Educational Communications and Technologies." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/129.

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The Association for Educational and Communications and Technology (AECT) is the leading organization for educational-technology professionals and a leader in the definition of the field. Since the first AECT definition in 1963, definitional changes have represented a shift from using specific learning components and messages to control learning processes, to using these elements to facilitate and support teaching and learning. The changing definition has reflected the trends in the field and an ever-deepening theory base. Previous researchers have identified a gap between what theories project should happen and the actual design and practice—or what does happen—in technology-enhanced learning environments. In other words, there is often a disconnect between theory, design, and practice. This study addressed changes in theories selected in the field of educational technology. Examining the theories used in the past and how these have changed as AECT’s definition of the field has changed may prove useful in strengthening future connections between theory, design, and practice. Content analysis was used to examine the AECT conference proceedings from 1979 to 2013 to track theoretical shifts over the period studied. Observed changes in theory were further examined using the hype cycle. Systems theory informed the study.

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Hixenbaugh, Sonja C. "Examining Organizational Communication Strategies that Target and Engage Nontraditional Undergraduate Students." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589925538611892.

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Mohamed, EI-Hussein Mohamed Osman. "Towards a theory of mobile learning : the design of learning spaces for the higher education landscape." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2286.

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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2011.
This thesis is based on an analysis of the position of mobile learning within learning and instructional design theories in Higher Education. It seeks to understand the concept of mobile education or mobile learning, the technology of mobile learning and its interactions with other media of learning. It also aims to unlock the relationship between the learning theory and mobile learning as well as the position of mobile learning, handheld and wireless technologies at universities. The research design, approach, methodology and methods of this study were framed around the qualitative grounded theory. This approach guided the process of collecting and analysing data as well as the discussion of key findings. The data was gleaned from personal interviews and analysis of literature. The analysis of the data focused on the social, economic, ideological and technological dynamics and the way they have shaped the complex landscape of mobile learning in higher institutions of learning. It also concentrated on the recurrent paradigm shifts and changes and their implications for teaching and learning in higher institutions. The analysis of data uncovered several issues that are pertinent to our understanding of mobile learning. For example, it revealed that mobile learning is not about the mobile technology but rather about the learner and the learning experience, with the media playing the role of an instrument for mobilising learning and instruction. It also led us to the conception that mobile learning has the potential to promote outdoor learning. This is because this type of technology provides learners with information that they need about their learning context. Finally it was evident from data that learning was moving away from process to an institutional social phenomenon. It has acquired asocial institutional meaning in conceptions such as the learning society and organisation as well as lifelong and ubiquitous learning. In this light, this study concludes that integrating classroom-based learning with informal mobile learning can add value to formal classroom-based learning and it can also enhance learners' overall learning experience. Moreover, although the concept of learning space is not restricted to online learning, it is likely to create new learning spaces. The project also concludes that mobile learning resonates with the learning and instructional design theories such as the associative, constructive and situated learning theory.

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Kelley, Katherine M. "Stakeholder Perceptions of a University Response to Crisis." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2401.

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The purpose of this study was to contribute to current theory-driven research in crisis communication by examining the perceptions of multiple stakeholder groups to a university crisis response strategy. Two main questions were examined in this dissertation. The first question attempted to determine if a significant difference existed between stakeholder groups and their perception of university reputation, responsibility for the crisis, and potential supportive behaviors toward the university following the university’s response to a crisis. The second asked if Coombs’s Situational Crisis Communication Theory is a practical application for universities. The participants were from 4 stakeholder groups associated with a regional public university: students, faculty, staff, and alumni. An online survey was sent to participants via email. The data analysis revealed significant differences in the perceptions of reputation and in the potential supportive behaviors between staff and faculty and between staff and students. Staff perceived the reputation more favorably and had more favorable potential supportive behaviors than both the faculty and the student stakeholder groups. The results of this research provided empirical evidence that distinct stakeholder groups do perceive crisis response strategies differently. It also supported the application of Situational Crisis Communication Theory in a university setting.

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Strand, Karen. "Applying Public Relations Theory to Assess Service-Learning Relationships." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554008.

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In Service-Learning (S-L) partnerships, universities and community organizations exchange resources and influence. Community engagement scholars Cruz and Giles proposed that relationships within S-L partnerships serve as units of analysis for the study of community outcomes of engagement. Yet, the scholarship of engagement lacks a suitable instrument to assess such relationships. This study brings together two lines of scholarship-relationship studies within community engagement and cocreational studies within public relations-to address the problem of assessing the community outcomes of S-L relationships, and it applies Cruz and Giles' ideas about using relationship analysis to assess community outcomes when it considers the perspectives of representatives of nonprofit organizations relative to their relationships with S-L students. Specifically, this qualitative study applies public relations theory to the problem of assessing project-based S-L relationships.

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Carroll, Melissa A. "Communication Theory in Physician Training: Examining Medical School Communication Curriculum at American Medical Universities." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873270954601.

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Greene, H. Carol. "Theory Meets Practice in Teacher Education: A Case Study of a Computer-Mediated Community of Learners." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28209.

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This research investigated the uses of computer-mediated communication in providing an online field experience in an educational psychology course for pre-service teachers at a large research university in the southeastern United States. Twenty-seven pre-service teachers in one section of a Psychological Foundations of Educational Psychology course for pre-service teachers, eight practicing teachers, and eight university professors participated in this study. The participants viewed CD-ROM based video case studies as part of an online field experience component and communicated electronically through chat rooms and threaded discussion lists. Data sources included transcripts of all chat room and threaded communication, surveys, field notes, observations, and student tasks and reflections, as well as interviews with the pre-service teachers, practicing teachers, university professors, and one technical support person. The methodology involved a mixed method approach. A template organizing approach with the constant comparative method was used in order to develop patterns and themes. Content analysis was applied to the content of the chat transcriptions. Finally, a quantitative component was included in the analysis of the thread transcripts with a measurement of the development of the pre-service teachers' reflective comments over time using an analysis of variance test of within subjects effects. This document reports the findings concerning the nature of the conversations among the participants as they developed across time; the learning outcomes of the students, teachers, and professors; how a computer-mediated learning environment supports reflection; the benefits and challenges of using computer-mediated communication to study and learn about educational psychology and teaching; and the benefits and challenges of creating and maintaining such a learning environment.
Ph. D.

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Walsh, Eric. "Hermes, Technical Communicator of the Gods: The Theory, Design, and Creation of a Persuasive Game for Technical Communication." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5147.

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For my thesis, I have undertaken the creation of a persuasive game to advance a particular argument of the way that work is performed in the field of technical communication. Designed using procedural rhetoric, with an attention to aesthetics, fun, and the qualities that make games viable pedagogical tools, my game has been programmed using HTML5 and JavaScript, and made freely available online at RhetoricalGamer.com. This written document is meant to serve as a supplement to the game, providing a rationale for the use of games in education and in technical communication; a definition of procedural rhetoric and the necessary qualities of game design to ensure that the rhetoric operates correctly; and a detailed breakdown of the final elements and mechanics in place within my game. It is my hope that this work will serve as an exemplar for others interested in pursuing the creation of persuasive games, as a case study for the application of procedural rhetoric to education, and as a means of advancing technical communication's study of games and their relationship with such emerging technologies.

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Browne, Elizabeth. "Information communication technology and the management of change in two education institutions." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289243.

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Forrest, Denise B. "Investigating the logics secondary mathematics teachers employ when creating verbal messages for students: an instance for bridging communication theory into mathematics education." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1127218988.

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Dempsey, Jennifer Camille. "Virtualizing the word| Expanding Walter Ong's theory of orality and literacy through a culture of virtuality." Thesis, Duquesne University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615934.

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This dissertation seeks to create a vision for virtuality culture through a theoretical expansion of Walter Ong's literacy and orality culture model. It investigates the ubiquitous and multimodal nature of the virtuality cultural phenomenon that is mediated by contemporary technology and not explained by pre-existing cultural conventions. Through examining the theoretical underpinnings of orality and literacy culture, the dissertation explores the cultural shift that is just beginning to restructure human consciousness through the ways that society is connecting, exploring and communicating. Further, this dissertation examines the contrasts between virtuality culture features and those related to traditional literacy and orality types, including the gap between the theory of secondary orality and virtuality culture. This dissertation also proposes three ways that contemporary technology creates human presence related to virtuality culture. Finally, this dissertation describes the broad implications for the evolution of virtuality culture in areas such as education, technology, literacy, philosophy, politics, linguistics, ethics, history, the arts and cultural studies.

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Jaldemark, Jimmy. "Participation in a boundless activity : Computer-mediated communication in Swedish higher education." Doctoral thesis, Umeå universitet, Pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-30351.

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The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. A more coherent understanding of participation in education is possible if educational research and design builds on a non-dualistic conceptualisation that includes the idea of participation being performed in a boundless activity.

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Love, Jill Annette. "Communication Apprehension in the Classroom: A Study of Nontraditional Graduate Students at Ohio University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363877519.

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Scarr, Gail Diane. "Teacher Perceptions of Trust with their Principal." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301619702.

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Turner, Charity S. "The Role of Teacher Discourse Moves in Promoting Mathematical Reasoning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374159995.

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Kuhn, Susan. "International Students' Experiences in Higher Education: A Case Study Examining Uncertainty Reduction Theory in Communication Classrooms." PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/3040.

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This was an exploratory case study which focused on international students' experiences in higher education. In particular, this study investigated the efficacy of uncertainty reduction theory in communication classrooms. The research asked four exploratory questions: (a) What are the students’ perceptions of the teacher/student relationship? (b) Do international students experience uncertainty in communication classrooms? (c) If uncertainty is experienced, what is its source(s)? (d) If uncertainty is experienced, do students seek to reduce it, and if so, how? A phenomenological perspective was utilized in this study as the organizing, theoretical framework. Relevant literature on uncertainty reduction theory was reviewed as well as literature specific to international education, the communication classroom, the role of the teacher, and teacher self-disclosure. Focus group interviews, individual interviews, and member checks were conducted with international students who had taken communication classes at Portland State University in the 1998-1999 academic year. Using a set of analytic measures, 21 initial categories were identified and subsequently collapsed into 4 key categories: international education, teacher/student relationship, uncertainty in the communication classroom, and approaches to managing uncertainty. Based on analyses of the data, this study revealed findings significant to understandings of both international education and uncertainty reduction theory. First, a model of classes within international education was derived from the data and served to deepen understandings of international education, in particular the international students’ perceptions of classes across countries. Second, this research tested the extant claims of uncertainty reduction theory and raised questions regarding its conceptualization. The data revealed that the students' definitions of uncertainty and uncertainty reduction differed from those previously postulated, resulting in the formulation of new definitions. Also, context was found to strongly influence students' experiences of uncertainty; the context of the classroom not only determined the sources of uncertainty, but also influenced how uncertainties were coped with when they were not reduced. These alternative understandings of uncertainty reduction theory are significant as they could aid in further research that explores the theory’s extant claims.

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Towns, Atiya. "Effective Strategies to Increase Employee Retention in Higher Education Institutions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6952.

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Many university leaders lack the knowledge necessary to retain skilled employees and decrease employee turnover. The purpose of this multiple case study was to explore strategies that leaders of colleges/universities in the United States used to retain skilled employees. Research participants included 7 leaders in higher education in central Florida who had at least 1 year of managerial experience in academic or human resources administration and were able to provide information on evaluating the effectiveness of approaches to employee retention. The conceptual framework was the behavioral leadership theory of Skinner. Data were collected using semistructured face-to-face interviews, phone interviews, and review of organizational documents. Using the thematic analysis approach, 4 themes emerged from data analysis: open communication, generational gap, work-life balance, and effective implementation of retention strategies. The implications of this study for social change could include the potential for leaders in higher education to improve employee morale and job satisfaction by applying strategies to retain employees and reduce turnover.

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Spoerndle, Regenia E. "Critical Pedagogy in Action: A Case Study of Our Lady of the Elms." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341876922.

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Ndenge, Kinsley. "Secondary school perceptions of eContent design: an activity theory perspective." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25480.

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This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting within which it is designed. In this study, a group of Cameroonian learners‟ use of eContent that was designed in a social- cultural context different from their own is studied. The primary research question is aimed at investigating how the learners‟ perception of eContent affects its use. The researcher uses Cultural Historical activity theory (CHAT) as a theoretical framework to understand how students perceive the activity mediated by eContent. By identifying the factors in an activity system that affect learners‟ perception using activity theory, specific recommendations will be made to educators on what to change in the system to foster positive perceptions hence achieve meaningful learning mediated by eContent.

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Gallant, Ashleigh. "Communication Behavior Study of Support in the Arts Using the Situational Theory of Publics and the Theory of Reasoned Action." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5023.

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The Arts in the United States has been a thoroughly studied topic, largely trying to substantiate its value to society, resulting in a plethora of research that positively correlates the arts and a more healthy and successful society. Findings from various studies over the years have shown declines in arts support in the form of funding, advocacy, education, and participation (National Endowment for the Arts, 2009). Additional studies have suggested that millennials are redefining what participation means in the arts, and even the definition of the arts. The primary research question of this study is why are support for the arts declining? This study reviews the industry, the current definition of the arts and how two theories could help examine the question. The mass communications theory, the Situational Theory of Publics and the psychology theory, the Theory of Reasoned Action, were chosen to learn more about communication behavior toward arts support. The variables were examined within a proposed model. The data suggested that low problem recognition toward the arts in this sample was an integral factor. A key finding of the study was that respondents who value arts support may be more likely to behave. An experiment to test the model would be the next best step for research.

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Wisdom, Kendra Lee. "A study of the effects of communication design of synchronous online graduate courses on level of transactional distance and student satisfaction." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1617644159395173.

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Lin, Jing-Ling Jenny. "Richard Weaver's Theory of Argument and Beyond: Argument Types, Political Position, and Political Presumption-A Study of Taiwan's Political Discourse." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392370881.

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Zarb, Mark. "Towards an understanding of communication within pair programming." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/989120ff-bb94-4ff5-a802-bb3d3f610422.

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Pair programming is a software development method which describes two programmers working together on the same computer, sharing one keyboard. This approach requires programmers to communicate frequently, which can lead the pair to experience certain benefits over solo programming, such as faster problem solving and a greater enjoyment of their work (Cockburn and Williams, 2001, Bryant et al., 2006). Many programmers approach their first pairing experience with scepticism, having doubts about their partner’s working habits and programming style, and about the additional communication aspects that this programming style entails (Williams et al., 2000). Despite a significant amount of research into pair programming of over 15 years, it is not evident what communication between the pair contributes to the task of pair programming. This work presents an analytic coding scheme which was derived from the observation of the communication of expert pairs working in industry. Over 35 hours of communication across 11 different pairs was analysed. This coding scheme was further refined to produce industry-inspired pair programming guidelines that assist novice pair programmers to improve their experience of pair communication. Findings indicate that introducing these guidelines to novice student pairs can have a positive impact on their perception of intra-pair communication, and on their perception of their partner’s contribution. Feedback received from expert pairs was used to add detail to the guidelines, which have been made publically available through an online resource.

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Hope, Michael. "The Emergence of Organization Through Communication." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3248/.

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Taylor, Cooren, Giroux, and Robichaud (1996) theorize that an organization is created entirely through the interpretations of its members and it evolves as those conversations change. Demonstrating the Taylor et al. theory, the current study focuses on the outcomes of management vision and strategic planning sessions in a division of a large Southwestern University. It explores the ways organization emerges through the discourse of the managers, how text is amplified to support the organization as a whole, the ways organization continues to emerge in communication, and in what ways the emergent view of organization exists throughout the division. The results of the study support the Taylor et al. theory. Management participants created an expanded view of the organization through discourse and then linked it to the university as a whole. Evidence was found supporting continued reformulation but it was limited to the management participants and did not include hourly employees.

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Pulkkinen, J. (Jyrki). "The paradigms of e-Education:an analysis of the communication structures in the research on information and communication technology integration in education in the years 2000–2001." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514272463.

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Abstract This thesis aims to contribute to the restructuring of the research field of ICT in education by trying to reduce the complexity of the research with an analysis of the research from the perspective of research of science. The analysis provides a second order observation of research especially from a paradigm point of view. The concept of paradigm has been re-defined by applying Niklas Luhmann's (1995) theory of social systems. The main research task of this thesis is to describe the paradigms structuring scientific communication in research on ICT integration in education. The research questions here are based on the understanding that paradigms are structures of the social communicative systems of science, creating expectations for the researcher about the scientific nature of the research. The definition of the paradigm as a selective structure in a social communicative system of science implicitly defines that the communication within the system is language by nature. In this research, to separate it from linguistics, the focus is in the use of language in research context, not in language itself. In practice, the paradigms of research on ICT integration in education are analyzed through qualitative analysis of metaphors containing ontological assumptions of research and rhetoric convincing the scientific community of the scientific nature and the interest of research. The sample articles have been selected according to such a criteria that they can be seen representing the core of the scientific communication in the field. From the education point of view, the mainstream of research on ICT integration in education has led to an immersion of the learning theoretical foundation of the research into techno-economic paradigms - and in a sense led to fading of broader educational and social perspectives. The mainstream of the research is shadowing the research that has social and cultural approaches and critical research interests related to a changing education system and global educational problems. Although the research puts emphasis on constructive learning theories, techno-economic paradigms of the research field continue the tradition of instructional technology, which is framing the concept of "e-Education". This mainstream is not viable in solving the current problems of education globally. This is not to say that the research field of ICT in education is growing obsolete. On the contrary, the research is needed urgently but it should focus also on the broader educational and social developments in a global context
Tiivistelmä Tämä tutkimus liittyy tieto- ja viestintätekniikan opetuskäytön poikkitieteellisen tutkimusalueen jäsentämiseen ja selkiinnyttämiseen. Tutkimuksen lähestymistapa on tutkimuksen tutkimus, jossa tutkimusaluetta tarkastellaan reflektiivisesti ns. toisen tason havainnointina. Tutkimuksessa lähestytään tieto- ja viestintätekniikan opetuskäytön tutkimusaluetta paradigma -käsitteen avulla, joka määritellään Niklas Luhmann'in (1995) sosiaalisen järjestelmän teoriaa hyödyntäen tieteellisen kommunikaatiojärjestelmän valikoiviksi rakenteeksi. Tutkimusongelmat keskittyvät näiden rakenteiden kuvailemiseen olettaen, että nämä valikoivat rakenteet luovat tutkijoille odotuksia tutkimuksen perusolettamuksista. Paradigmat tieteellisen kommunikatiivisen järjestelmän rakenteina perustuvat kieleen, jota käytetään tutkimusten raportoinnissa sekä muussa tieteellisessä kommunikaatiossa. Tässä tutkimuksessa näitä rakenteita tutkitaan kansainvälisissä tutkimusartikkeleissa esiintyvien tieto- ja viestintätekniikan opetuskäyttöön liittyvien metaforisten ilmauksien sekä tutkimuksen lähtökohtiin ja intresseihin liittyvän retoriikan kautta. Tulkinnassa käytetään kielen käytön tutkimuksen menetelmiä, pitäytyen metaforisten ilmausten sekä retoriikan yhdenmukaisuuksien ja erojen analysoimisessa. Analyysin tarkoituksena on jäsentää tieteellisen kommunikaation paradigmaattisia rakenteita. Tutkimuksen tuloksena voidaan lyhyesti todeta, että tieto- ja viestintätekniikan opetuskäytön tutkimusta luonnehtii voimakas instrumentaalinen sekä teknis-taloudellinen suuntaus. Suurin osa tutkimusta hallitsevista metaforista sekä paradigmoista voidaan nähdä tämän laajemman suuntauksen osina. Orastava sosio-kulttuurinen tutkimus-suuntaus on selvästi edellä mainitun pääsuuntauksen varjossa. Oppimisteoreettisesti orientoitunut opetusteknologinen tutkimus korostaa yhteistoiminnallisuutta ja sosiaalista kontekstia oppimisen edellytyksenä. Tutkimusparadigmojen näkökulmasta myös tämä tutkimusorientaatio noudattaa pääosin teknis-taloudellista tutkimussuuntausta. Tämä on havaittavissa teknologian instrumentaalisuuden korostamisessa sekä tutkimuksen perustumisessa pääosin luonnontieteelliseen tutkimustraditioon. Tutkimus ei siten erotu olennaisesti teknis-taloudellisesta tutkimus- ja kehitystyöstä erilliseksi suuntaukseksi. Tutkimuksen keskeiseksi käsitteeksi nousevat erityisesti "e-education" ja "e-learning", joiden varaan uusi koulutus- ja oppimismuoto on jäsentymässä. Sosio-kulttuurinen tutkimusorientaatio, institutionaaliset tutkimuskohdetta kuvaavat metaforat sekä koulutuksen muutosta korostavat tutkimusintressit ovat tutkimusalan kokonaisvaltaisen jäsentymisen ja globaalien koulutuksellisten ongelmien kannalta tärkeitä. Poikkitieteellisen, eri tieteenaloja ja metaforia syntetisoivan viitekehyksen sekä kulttuuritutkimuksellisen lähestymistavan korostaminen ovat tieto- ja viestintätekniikan opetuskäytön tutkimuksen kehittymisen kannalta keskeisiä

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Yoon, Young-Beol. "A Comparative Analysis of Two Forms of Gyeonggi English Communicative Ability Test Based on Classical Test Theory and Item Response Theory." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3153.

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This study is an empirical analysis of the 2009 and 2010 forms of the Gyeonggi English Communicative Ability Test (GECAT) based on the responses of 2,307 students to the 2009 GECAT and 2,907 students to the 2010 GECAT. The GECAT is an English proficiency examination sponsored by the Gyeonggi Provincial Office of Education (GOE) in South Korea. This multiple-choice test has been administered annually at the end of each school year to high school students since 2004 as a measure of the students' ability to communicate in English. From 2004 until 2009, the test included 80 multiple-choice items, but in 2010, the length of the test was decreased to include only 50 items. The purpose of this study was to compare the psychometric properties of the 80-item 2009 form of the test with the psychometric properties of the shorter 50-item test using both Classical Test Theory item analysis statistics and parameter estimates obtained from 3-PL Item Response Theory. Cronbach's alpha coefficient for both forms was estimated to be .92 indicating that the overall reliability of the scores obtained from the two different test forms was essentially equivalent. For most of the six linguistic subdomains, the average classical item difficulty indexes were very similar across the two forms. The average of the classical item discrimination indexes were also quite similar for the 2009 80-item test and the 50-item 2010 test. However, 13 of the 2009 items and 3 of the 2010 had point biserial correlations with either negative or lower than acceptable positive values. A distracter analysis was conducted for each of these items with less than acceptable discriminating power as a basis to revise them. Total information functions of 6 subdomain tests (speaking, listening, reading, writing, vocabulary and grammar) showed that most of the test information functions of the 2009 GECAT were peaked at the ability level of around 0.9 < θ < 1.5, while those of the 2010 GECAT were peaked at the ability level of around 0.0 θ < 0.6. Recommendations for improving the GECAT and conducting future research are included.

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Bowes, Michelle J. "Psychological adjustment, relationship satisfaction, and communication in bereaved parents using the Bowen Family Systems Theory." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1563974689927106.

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Avenoglu, Bilgin. "Using Mobile Communication Tools In Web Based Instruction." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606048/index.pdf.

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This thesis investigates the perceptions of students about using mobile communication tools in web-based instruction. A mobile learning portal that can be used by different mobile devices was designed for this purpose. This portal included a mobile discussion forum and a course information system. Sixty undergraduate and five graduate students from METU/CEIT department used this portal as a supportive learning activity in three different courses throughout two-three, and four-week periods. The discussion subjects related to course content were created by instructors in these courses and students used this portal by sending messages or creating new subjects. Assignment results and announcements were inserted into the system by the instructors of these courses. A user evaluation instrument was developed by the researcher and validated by field experts. At the end of the study, perceptions of students were collected about mobile learning, mobile learning technologies and mobile discussion forums by using this instrument. Descriptive statistics were calculated according to the responses of students. The study results show that most of the students enjoyed using mobile technologies in education and they want to use mobile technologies in other courses. Although they like using mobile technologies, they did not increase the level of learning and motivation of the students much. Furthermore, mobile technologies did not increase the communication between students and between students and teachers despite their highly developed communication capabilities. Students could easily use the mobile technologies but small screen sizes and limited keypads hindered them from performing the operations. According to students, the cost of using mobile technologies is quite important whereas the data communication security is not important.

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Griffin, Joseph Wyatt. "The Interstices of Meeting: Martin Buber, Rhetoric, and the Dialogic Tradition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280331540.

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Ryan, Stephen Edward. "An analysis of reinstatement of appropriate behavior." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5838.

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Behavioral momentum theory provides a conceptual framework for the study of the recurrence of previously extinguished operant behavior. Commonly referred to as treatment relapse, this is the failure to maintain treatment gains (e.g., reductions in challenging behavior) when there is a change in conditions under which these gains were achieved. One treatment relapse paradigm previously examined in basic and applied research is reinstatement. Reinstatement of challenging behavior has been shown to occur when functional reinforcers are delivered on a fixed-time schedule following extinction of challenging behavior. Although examinations appropriate behavior have applied value, analyses of reinstatement have been conducted almost exclusively with challenging behavior. During the current study, a reinstatement methodology was applied to communicative responses with five children diagnosed with developmental disabilities who exhibited comorbid communication deficits, as well as challenging behavior maintained by positive reinforcement. In the first phase of the reinstatement evaluation, each child received functional communication training (FCT) within a positive reinforcement context within a two-component multiple schedule design with each schedule paired with a distinct communicative response. After achieving steady-state responding in the first phase, in which all participants were independently emitting both communicative responses, all appropriate communication was placed on extinction in the second phase. Extinction continued until rates of appropriate communication were at or near zero. In the third phase, positive reinforcement was delivered and the recurrence of appropriate communication was evaluated. For two of five participants, communicative responding recurred following the fixed-time delivery of the functional reinforcer, indicating a successful demonstration of reinstatement. For three of five participants, communicative responding recurred prior to the delivery of fixed-time reinforcement, indicating that an alternative recurrence phenomenon likely occurred. These results suggest that reinstatement methodologies can be applied to cases in which FCT treatment failures have occurred to efficiently restore clinical gains for some participants. Implications for clinical practice and future directions of this line of research are discussed.

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Friedrich, Jennifer Ann. "The Role of Animal-Assisted Interventions in Communication Skills of Children With Autism." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6203.

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Many children with autism spectrum disorder (ASD) have difficulties with social communication and prosocial behaviors. Due to a lack of social communication and social interaction skills among children with ASD, special education teachers are tasked with providing meaningful social opportunities to them to facilitate their learning of these skills. Special education literature lacks research studies about how dog-based animal-assisted interventions (AAI) can improve social communication outcomes for children in a school setting. The purpose of this qualitative exploratory case study, guided by Bowlby's theory of attachment and the human-animal bond concept, was to explore, describe, and improve the understanding of how elementary teachers use dog-based AAI programs in their classrooms to facilitate social communication skill development for students with ASD. Data were collected through individual interviews of 10 elementary teachers and child-study team members who used AAI programs within their buildings. Data were openly coded using thematic analysis. Key findings of the study revealed that a therapy dog could act as a stimulus for social interactions as well as facilitate students' social interaction participation. The results also indicated the importance of the teacher's role in implementing AAI programs that target social communication skills. This study may contribute to the field of special education practice by promoting the implementation of more AAI programs in educational settings, not just for students with ASD, but also potentially for the whole school community.

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Lee, Cheun-Yeong. "A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242144550.

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Hammed, Nada Mohammed Abuouf. "Information and communication technology in early childhood education : challenges for effective implementation and integration." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/4901/.

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This is the first study in the field of Information and Communication Technology (ICT) integration into Early Childhood Education (ECE) to call upon a blended theoretical framework of Bronfenbrenner’s ecological systems theory, Fullan’s concepts of educational change and complexity theory. In drawing the collected data together within the framework of Bronfenbrenner’s ecological systems theory, a range of linear factors that influence practitioners’ use of ICT in the playroom at the micro-level (teachers’ pedagogical beliefs, confidence, technological pedagogical knowledge); meso-level (local school policy, leadership, support) and macro-level (national ECE curriculum and national ICT policy) were identified. Currently, structured research into ICT integration in ECE is extremely limited in Saudi Arabia. This thesis addresses this substantial knowledge gap in the practice of ICT integration in Saudi Arabian ECE settings through a collective case study approach of Saudi Arabian programs. According to the literature, Scotland, for some time, has been at the forefront of developing strategies for the integration of ICT into early years. Policy in Scotland has also been supported by a range of literature, studies and reference to ICT use in the curriculum; that have assisted practitioners in making important pedagogical decisions for using ICT in the playroom. For these reasons, Scotland is included in this research as an example that can provide some insights for improvement in the Saudi Arabian context. Six case studies were used to address the study’s research questions: four in Jeddah city, Saudi Arabia and two in Scotland (located between Glasgow City Council and East Dunbartonshire). As part of the research’s endorsement of a holistic approach, the researcher triangulated multiple research methods (questionnaire, semi-structured interview, playroom observation and documentary analysis) to investigate the status of ICT use in preschool settings and factors that influenced teachers’ ICT practices. The target community was made up of practitioners in ECE settings, including head teachers and practitioners from both private and public preschools. Research findings suggest that practitioners in both locations hold a positive perspective of the importance of ICT integration into ECE. However, enthusiasm and positive attitudes do not always lead to high levels of ICT integration. In Saudi Arabia in particular, much of the integration is achieved in an informational, teacher-centred/traditionalist manner, rather than encouraging child-centred, constructivist approaches. The results revealed that teachers’ pedagogical beliefs and their relationship to teaching practices strongly influenced integration practices. Furthermore, school characteristics were equally, if not more, influential upon integration levels. In general, in the Saudi ECE sector, the journey to ICT integration is at an initial, unstructured stage and observed attempts at integration are largely the result of practitioners’ individual efforts. Investigating ICT integration into teaching and learning in the Scottish preschool case studies provides examples of child-centred learning through ICT that suggest ways of integrating ICT fruitfully into the micro-level of the playroom. The Saudi context can benefit from examining these constructivist practices. Scotland is more advanced in ICT integration than Saudi Arabia because it has a policy for ICT integration into ECE; though, in both sectors there exist similar factors that influence practitioners’ approaches to integration at both the micro- and meso-levels (practitioner confidence, ICT-based activity management skills). Practitioners in both contexts hope for the comprehensive improvement of ICT integration, and there is a clear desire for an explicit educational policy for ICT in preschool education and for continuous teacher training. Overall, this research provides the first detailed picture of Saudi preschool teachers’ ICT practices, perspectives and attitudes toward technology use in ECE and will have the capacity to inform present and future national ECE policy. Furthermore,findings from both case studies provide international stakeholders and practitioners with a series of guidelines for effective ICT integration.

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Sanders, Alane K. "Schools as Emotional Arenas: Enhancing Education by Dismantling Dualisms in High School Life." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1262370444.

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Urias-Barker, Zelina. "Public School Educators' Use of Computer-Mediated Communication." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2688/.

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This study examined the uses of computer-mediated communication (CMC) by educators in selected public schools. It used Rogers' Diffusion of Innovation Theory as the underpinnings of the study. CMC refers to any exchange of information that involves the use of computers for communication between individuals or individuals and a machine. This study was an exploration of difficulties users confront, what services they access, and the tasks they accomplish when using CMC. It investigated the factors that affect the use of CMC. The sample population was drawn from registered users on TENET, the Texas Education Network as of December 1997. The educators were described with frequency and percentages analyzing the demographic data. For the research, eight indices were selected to test how strongly these user and environmental attributes were associated with the use of CMC. These variables were (1) education, (2) position, (3) place of employment, (4) geographic location, (5) district size, (6) organization vitality, (7) adopter resources, and (8) instrumentality Two dependent variables were used to test for usage: (1) depth or frequency of CMC usage and amount of time spent online and (2) breadth or variety of Internet utilities used. Additionally, the users' perception of network benefits was measured. Network benefits were correlated with social interaction and perception of CMC to investigate what tasks educators were accomplishing with CMC. Correlations, SEQ CHAPTER h r 1 crosstabulations, and ANOVAs were used to analysis the data for testing the four hypotheses. The major findings of the study, based on the hypotheses tested, were that the socioeconomic variables of education and position influenced the use of CMC. A significant finding is that teachers used e-mail and for Internet resources less frequently than those in other positions. An interesting finding was that frequency of use was more significant for usage than amount of time spent online. This implied that an accessible computer and network connection was more important than the amount of time available to use it. There was little evidence that place of employment, geographic location, or school district size influenced differences in use or nonuse of CMC features. Significant findings for Organization Vitality suggest that a school could contribute to usage by educators when computers and network connections that were close, convenient, and accessible. The Individual Resources of importance for usage were years of experience and confidence with computers and Internet usage. The heavy uses of CMC for communication attested to the importance of CMC in reducing practitioner isolation for many educators. Communication, professional development, work productivity, and professional information seeking showed significant relationships with network benefits and perceived CMC attributes. CMC is a pervasive communication technology that continues to expand in all areas of society. For educators and education it is a venue promising great rewards.

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Olsson, Cecilia. "The kaleidoscope of communication : Different perspectives on communication involving children with severe multiple disabilities." Doctoral thesis, Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1277.

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Filon, Michele R. "To Tweet or not to Tweet." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457364934.

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Ishii, Drew K. "Developing a model of communication for pre-service elementary teachers' written mathematical explanations." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118788162.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 169 p.; also includes graphics. Includes bibliographical references (p. 161-169). Available online via OhioLINK's ETD Center

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Jin, Menglin. "Nonverbal behaviors in Chinese Communication:What CFL Instructors See in Movies." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563502215931556.

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Robinson, Vanessa M. "College students and voter mobilization campaigns : a grounded communication theory for increasing political efficacy and involvement." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/667.

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This study examined which channels, messages, and sources were most effective in increasing political involvement among college students. Political participation among college students has decreased in every election since eighteen year- olds were given the right to vote. Numerous campaigns targeted to increase political participation among college students have been implemented but there is no evidence that these campaigns have been effective. This study developed a grounded theory for increasing political participation among college students l;!ased on several focus group interactions. Students were asked to report on which channels, messages and sources they currently received political information from and were then asked to collaborate on which channels, messages, and sources they predicted would increase political participation among college students. The grounded theory indicated that simplicity and convenience in information acquisition and reform in political dialogue regarding message formation, credibility, trustworthiness, and honesty from message sources were necessary in increasing political participation among college students. Previous research has stopped short of making predications based on prior research and qualitative analysis of what is truly effective in increasing political involvement among college students. This study sheds important insights toward increasing political involvement among college students from a comprehensive communication perspective.

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Grimes, Catherine. "A Matter of Interpretation: Examining the coded meanings of "safe space" in higher education communities." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99039.

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The term "safe space" has a long history of signifying a place of sanctuary or refuge, and of a potential site of activism, advocacy, and political action (Davis, 1999; Kenney, 2001; Harris, 2015; Crockett, 2016). In recent decades, it has been adopted by student groups and advocates for inclusion, diversity and social justice on college and university campuses, who also saw such places as providing safety, freedom, activism, and intellectual discussion (Crockett, 2016; White, 2016). But critics argued that such spaces have the potential to stifle academic freedom, intellectual growth and free speech, and act as cocoons for students (Crovitz, 2016; Will, 2016). Both advocates and critics use the term "safe space," but with different meanings. Using speech code theory, I analyze opinion-editorial essays and commentaries from five national news periodicals to examine how proponents and critics of safe spaces use the term and to explore the clash of meanings and contexts.
Master of Arts
The term safe space suggests a place of refuge and safety, where those who use it are free from harm. During the past 60 years, the term has taken on additional meaning as a potential site of activism and advocacy action as well as safety and freedom (Davis, 1999; Kenney, 2001; Harris, 2015; Crockett, 2016). Originally used by second wave feminists, Civil Rights activists and the LGBTQ movement, it more recently has been adopted by student groups and advocates for inclusion, diversity and social justice on college and university campuses. For them, safe spaces serve as places not only for safety, but for intellectual discussion (Crockett, 2016; White, 2016). Not everyone favors providing such spaces on campus. Critics argued that safe spaces have the potential to stifle free speech and interfere with students' opportunities to learn, and that such spaces can insulate students, allowing them to avoid dealing with uncomfortable ideas (Crovitz, 2016; Will, 2016). Using speech code theory, I analyzed 79 opinion-editorial essays and commentaries from five national news periodicals to examine how proponents and critics of safe spaces use the term and to explore the clash of meanings and contexts in their words.

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Swartz, Victoria Valerie. "A grounded theory study of parents' experiences in the school environment when dealing with their children's school attendance." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435141538.

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Martin, Joe C. "Mobile Technology and Classroom Relationships." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/87.

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This dissertation examines the relational implications of the presence of mobile technology within the basic communication course. To guide the research and interpret the results Mottet, Frymier, and Beebe’s (2006) rhetorical and relational goals theory is utilized. To investigate this phenomenon a survey design was employed, and participants were asked to respond to open-ended, closed-ended, and descriptive questions. Results of this study shed light upon how and when university students use technology, as well as the positive and detrimental results such usage has upon the development and quality of their relationships in the classroom, both with instructors and other students. Results from this dissertation revealed that students are frequent and heavy users of mobile technology (particularly “social” applications), but generally do not feel as if they are dependent upon their devices. In open-ended responses, students described ways in which mobile technology facilitated out of class relationships with peers and instructors, but hindered the development of relationship with peers in the classroom; these descriptions aligned with the fact that students who exhibited or experienced phubbing (snubbing someone with one’s phone) described less classroom connectedness than their peers. While differing perceptions of classroom connectedness among students were correlated with differing experiences of phubbing, perceptions of rapport with instructors did not differ significantly among participants. Further, students who were more relationally oriented experienced higher perceptions of classroom connectedness than their more rhetorically oriented counterparts. Finally, students in this study generally prioritized rhetorical instructor attributes over relational ones. These results are further explored in the discussion portion of this dissertation.

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Ashwood, Daniel. "Pediatrician Personality Factors and Communication with Non-normative Hearing Children." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1509983864359956.

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Jordan, James E. "The double-edged sword| How the sociomaterial features of e-mail shape the dynamics of teacher work expectations and work actions." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613990.

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This study investigated how the sociomaterial features of e-mail shaped the dynamics of teacher work expectations and work actions in one high school. Drawing on Greenhalgh and Stones' (2010) Strong Structuration Theory Incorporating a Technology Dimension, the study utilized Stones' (2005) Quadripartite Cycle of Structuration to make meaning from the data. The research site was a k-12 independent school in the Southeast United States. The network-in-focus was the high school and the agents-in-focus were high school teachers. Three administrators, all of whom taught at least one high school class, were also included in the sample. Data were collected primarily through interviews with the participants, supplemented by relevant documents, and a participant-generated e-mail communication log. Data were analyzed through a multi-step open coding process, as well as document analysis and analysis of the e-mail communication logs. The study's findings demonstrate that the sociomaterial features of e-mail played a significant role in shaping the dynamics of teachers' work expectations and work actions at Southeast. Teachers all utilized e-mail on a daily basis as both an efficiency and accountability device; however, some also appropriated it for task and work management purposes. Those teachers that used a smartphone in the execution of their jobs experienced feelings of increased availability, stress, and disruption to their work/home lives. There was a strong theme of accountability that was enabled--perhaps even encouraged--by uninhibited e-mail use. Finally, the research demonstrated that e-mail was at the center of how teachers understood their job(s) and what it meant to be "professional."

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Shiller, Elizabeth A. Shiller. "I Don’t need a Medical Degree, I Watch TV." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527540526477336.

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McKinney, Elizabeth G. "Rhetorical Technical Communication: Exploring the Gaps, Connections, and New Boundaries Between the Fields Through an Analysis of Instruction Manuals." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay148188814788489.

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Dissertations / Theses on the topic 'Theory of Educational Communication'

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