New Publication:

Free e-book, “Instructional Communication Competence and Instructor Social Presence: Enhancing Teaching and Learning in the Online Environment”

Editors:

• Sherwyn Morreale, University of Colorado, Colorado Springs
• Patrick R. Lowenthal, Boise State University
• Janice Thorpe, University of Colorado, Colorado Springs
• Larisa Olesova, University of Florida

Publisher: Frontiers in Communication (May 2024)
ISSN 1664-8714
ISBN 978-2-8325-4913-1
DOI 10.3389/978-2-8325-4913-1
166 pages
https://www.frontiersin.org/research–topics/47567/instructional-communication-competence-and-instructor-social-presence-enhancing-teaching-and-learning-in-the-online-environment/magazine

—

[From NCA’s CommNotes 1681]

PUBLICATION ANNOUNCEMENT:

Sherwyn Morreale
May 31, 2024

https://telegra.ph/PUBLICATION-ANNOUNCEMENTS-Free-e-book-Instructional-Communication-Competence-and-Instructor-Social-Presence-Enhancing-Teaching-a-05-31

National Communication Association (NCA) members, Sherwyn Morreale and Janice Thorpe, are pleased to announce the publication of an international e-book about online education:

“Instructional Communication Competence and Instructor Social Presence: Enhancing Teaching and Learning in the Online Environment.”

The e-book, which Morreale and Thorpe guest edited, is freely accessible and downloadable in both PDF and EPUB formats from the publisher, Frontiers in Communication, at the project’s main page.

For ease, Sherry or Janice (smorreal@uccs.edu, jthorpe@uccs.edu could also send you the e-book in both PDF and EPUB formats.

These relevant data may also be of interest:
About the e-book: 25.9K views to date; 42 contributing authors; 14 articles.

About Frontiers in Communication: Impact Factor: 2.4 | CiteScore: 2.7

[Titles of the e-book articles:

• Editorial: Instructional communication competence and instructor social presence: Enhancing teaching and learning in the online environment
• Meaningful Connection in Virtual Classrooms: Graduate Students’ Perspectives on Effective Instructor Presence in Blended Courses
• The i-SUN Process to Use Social Learning Analytics: A Conceptual Framework to Research Online Learning Interaction Supported by Social Presence
• Toward a Comprehensive Framework of Social Presence for Online, Hybrid, and Blended Learning
• Challenges and Instructor Strategies for Transitioning to Online Learning During and After the COVID-19 Pandemic: A Review of Literature
• Faculty Computer-Mediated Communication Apprehension During Shift to Emergency Remote Teaching: Implications for Teacher-Student Interactions and Faculty Organizational Outcomes
• Graduate Teaching Assistants’ Challenges, Conflicts, and Strategies for Navigating COVID-19
• Wait, I Can’t Do That Anymore!: Pandemic Teacher Immediacy in College Communication Classes
• Distance Learning and Face-to-Face Learning in PBL Course During Pandemic in Pathophysiology Discussion
• Exploring Undergraduates’ Perceptions of and Engagement in an AI-Enhanced Online Course
• Having it Both Ways: Learning Communication Skills in Face-to-Face and Online Environments
• ‘Hold the Course(s)!’ A Qualitative Interview Study of the Impact of Pandemic-Triggered Contact Restrictions on Online Instruction in Community-Based Family Medicine Teaching
• Low-Income Transfer Engineering Undergraduates’ Benefits and Costs of Online Learning During COVID-19
• Time and Day: Trends in Student Access to Online Asynchronous Courses in Communication Demonstrate Time Poverty in Action]