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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
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
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  Data: Amplifying Every Voice with Inclusive Pedagogies Using Oral Communication Studio
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  Data: 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/
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  Data: 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.
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      – Text: English
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        PageCount: 39
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Academic Support Services
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      – SubjectFull: Communication Skills
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Consultation Programs
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: In Person Learning
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      – SubjectFull: Technology Integration
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      – SubjectFull: Models
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Student Characteristics
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      – TitleFull: Amplifying Every Voice with Inclusive Pedagogies Using Oral Communication Studio
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