The Scholarship of Teaching and Learning: Contributions from the Discipline of Communication

Abstract

Some of the contributions of the discipline of Communication are reviewed with an eye toward their contributions to the larger Scholarship of Teaching and Learning. This scholarship, frequently referred to as the study of Communication in Instruction or Instructional Communication, is distinguished from Communication Education, but the two are seen as highly related. Contributions discussed are the impact of student communication apprehension and willingness to communicate on classroom communication, the roles of teachers' nonverbal immediacy, clarity, and socio-communicative style on students' affective and cognitive learning, and the outcomes of communication designed to exercise power and influence in the classroom. It is argued that the study of subject matter content, pedagogy, and instructional communication are of equal importance in preparing an individual to be an effective educator in any field and at any level of instruction. The discipline of Communication has much to offer to the Scholarship of Teaching and Learning across disciplines and instructional levels.

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