Theorizing with Purpose: A Five-Step Approach to Motivate and Guide Students in Communication Theory Courses
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| Title: | Theorizing with Purpose: A Five-Step Approach to Motivate and Guide Students in Communication Theory Courses |
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| Language: | English |
| Authors: | Weixu Lu (ORCID |
| Source: | Journal of Communication Pedagogy. 2025 9:2-17. |
| Availability: | Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Communication (Thought Transfer), Theories, Novices, Models, Student Motivation, Instruction, Communication Research, Comprehension, Undergraduate Students, Student Attitudes |
| ISSN: | 2640-4524 2578-2568 |
| Abstract: | This study addresses the challenges of effectively teaching communication theories to undergraduate students by highlighting the gap between the need for developing higher-order, transferrable knowledge and the learning needs of novice learners. To bridge this gap, it introduces a novel five-step model integrating motivation, direct instruction, revisiting, assessing, and invention steps into the teaching process. Assessment results from two semesters were compared to evaluate the efficacy of this model, showing significant improvements in students' comprehension of communication theories, ability to theorize communication phenomena, and proficiency in formulating research questions based on theoretical insights. These findings suggest the potential of the proposed model to enhance educational practices in theory-heavy courses. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480555 |
| Database: | ERIC |
| Abstract: | This study addresses the challenges of effectively teaching communication theories to undergraduate students by highlighting the gap between the need for developing higher-order, transferrable knowledge and the learning needs of novice learners. To bridge this gap, it introduces a novel five-step model integrating motivation, direct instruction, revisiting, assessing, and invention steps into the teaching process. Assessment results from two semesters were compared to evaluate the efficacy of this model, showing significant improvements in students' comprehension of communication theories, ability to theorize communication phenomena, and proficiency in formulating research questions based on theoretical insights. These findings suggest the potential of the proposed model to enhance educational practices in theory-heavy courses. |
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| ISSN: | 2640-4524 2578-2568 |
