Amplifying Every Voice with Inclusive Pedagogies Using Oral Communication Studio
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| Title: | Amplifying Every Voice with Inclusive Pedagogies Using Oral Communication Studio |
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| Language: | English |
| Authors: | Elena Kallestinova |
| Source: | Communication Center Journal. 2025 11(1). |
| Availability: | National Association of Communication Centers. 738 South Mason Street MSC 1023, Harrisonburg, VA 22807. e-mail: ccj_editor@uncg.edu; Web site: https://janeway.uncpress.org/ccj/ |
| Peer Reviewed: | Y |
| Page Count: | 39 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Inclusion, Speech Communication, Higher Education, Academic Support Services, Communication Skills, Artificial Intelligence, Technology Uses in Education, Consultation Programs, Laboratories, Writing (Composition), Teacher Student Relationship, In Person Learning, Technology Integration, Models, Teaching Methods, Student Characteristics |
| ISSN: | 2575-694X |
| Abstract: | This article examines the pedagogical role of a self-guided oral communication studio within a writing and communication center in an institution of higher education, analyzing its relationship to traditional instructor-led consultations. Drawing on usage data, demographic and academic profiles, consultation topics, and discussion threads, the study compares studio sessions with one-on-one consultations to assess their distinct functions. Findings suggest that studio sessions offer flexible, low-pressure environments for iterative practice and feedback, particularly benefiting students who may be hesitant to seek in-person support. The study shows that rather than replace consultations, the studio supplements them and enhances the center's visibility among diverse student populations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499724 |
| Database: | ERIC |
| Abstract: | This article examines the pedagogical role of a self-guided oral communication studio within a writing and communication center in an institution of higher education, analyzing its relationship to traditional instructor-led consultations. Drawing on usage data, demographic and academic profiles, consultation topics, and discussion threads, the study compares studio sessions with one-on-one consultations to assess their distinct functions. Findings suggest that studio sessions offer flexible, low-pressure environments for iterative practice and feedback, particularly benefiting students who may be hesitant to seek in-person support. The study shows that rather than replace consultations, the studio supplements them and enhances the center's visibility among diverse student populations. |
|---|---|
| ISSN: | 2575-694X |
