Abstract
This article explores the state of instructional communication within the discipline and argues for a more integrated and theoretically grounded approach to its study. It examines how instructional communication has developed largely in isolation from broader communication theory and suggests that greater cross-fertilization with related research areas could enrich both scholarship and practice. Key issues discussed include the relationship between communication theory and pedagogy, the need for systematic study of teacher-student interaction, and the potential benefits of applying concepts from small group communication and persuasion research to instructional contexts. The piece emphasizes the importance of refining conceptual frameworks, conducting rigorous empirical research, and enhancing the practical relevance of findings to educational settings. It concludes by calling for a more deliberate effort to position instructional communication as a central and theoretically robust area within the field of communication studies.
Recommended Citation
Gouran, Dennis S.
(1989)
"Changing Patterns in Higher Education: Implications for the Administration of Departments,"
Association for Communication Administration Bulletin: Vol. 68, Article 5.
Available at:
https://stars.library.ucf.edu/aca/vol68/iss1/5
