A Receiver‐Based Approach to Effective Instructional Crisis Communication

Abstract

Much research has informed the development of a valuable series of sender‐focused best practices for effective crisis communication. Relatively little crisis communication research, however, focuses on receiver‐focused best practices as related to eliciting appropriate actions before, during and after crisis events. Because effective instructional communication is measured by learner (i.e., receiver) outcome achievement of affective (perceived value), cognitive (comprehension) and behavioural (performance) variables, this study examined perceived message effectiveness and behavioural intention using the IDEA model of instructional risk and crisis communication. Results of this comparative quasi‐experimental study revealed that messages integrating all elements of the IDEA model were more effective than status quo messages and point to the need for continued research on effective instructional crisis communication message design.

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