Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

Celebrating 100 years of the National Communication Association necessitates that, as we commemorate our past, we also look toward our future. As part of a larger conversation about the future of instructional communication, this essay reinvestigates the importance of integrating biosocial approaches into instructional communication research. In so doing, a biosocial approach is defined, and the benefits of such an approach are discussed. We then set an agenda for how biosocial research can be conducted in instructional communication, focusing largely on salivary hormone studies examining stress. Examples are offered surrounding student-based outcomes, teachers' roles in affecting student outcomes, and instructional communication processes in nontraditional classrooms. The essay concludes with suggestions for additional resources and the encouragement of cross-disciplinary research.

Advancing Instructional Communication: Integrating a Biosocial Approach

OF DISSERTATION DEVELOPING AND VALIDATING A QUALITY OF DELIVERY SCALE AND ASSESSING ADULT-TRAINEES’ COGNITIVE LOAD, MOTIVATION, AND COMPLIANCE Effective communication is crucial for successful behavior change. However, despite much research in training and development, instructional communication, and public health surrounding communication, it is still unclear what constitutes such effective delivery behaviors, especially for an adult learner population (those over 25 years old). Using cognitive load theory and cognitive-affective theory of learning with media as theoretical frameworks, this dissertation proposes a quality of delivery scale for measuring effective communication across instructional settings with an adult learner audience. Informed by public health, training and organizational communication, as well as adult education and instructional communication, the final valid and reliable QD scale consists of seven communication characteristics that are associated with reduced cognitive load, increased motivation, and increased compliance. Ultimately, this threephase study consisted of: (a) developing the QD scale, (b) confirming the factor structure, as well as convergent and predictive validity, and (c) testing a theoretical model of QD.

/pdf/developing-and-validating-a-quality-of-delivery-scale-and-4aam4yofcv.pdf

Developing and validating a quality of delivery scale and assessing adult-trainees’ cognitive load, motivation, and compliance

Extensive research has been conducted in the field of information overload, but little attention has been paid to the experiences of distant learners. This research aims to fill that void by delving into the challenges that distance learning students face in online educational environments. The study addresses the following key issues: How are these students dealing with information overload? What effect does this overload have on their stress and anxiety levels? And, perhaps most importantly, what coping strategies do they employ? Data was gathered through interviews with six distance learners using a general qualitative research methodology. Thematic analysis revealed that these students' information overload stemmed from a variety of sources: excessive course materials, constant notifications, live sessions, and technological challenges, among others. This overload, in turn, manifested as feelings of being overwhelmed, the fear of missing out, digital fatigue, and pressure to perform. However, the study also uncovered resilient coping strategies. Distance learners managed information overload through effective time management, strategic information filtering, mindful digital consumption, active learning techniques, and self-care practices. These findings offer useful insights not only for improving online learning delivery but also for guiding other potential online learners through the challenges of digital education.

Screens, Streams, and Stress: A Qualitative Study on How Distance Learning Students Cope with Information Overload

Participants’ Perspectives of Training Experiences: An Exploratory Qualitative Study. (May 2010) Robin Smith Mathis, B.A., Texas Tech University; M.A., Texas State University Co-Chairs of Advisory Committee: Dr. Toby Marshall Egan Dr. Fredrick M. Nafukho Perceptions concerning training and development continue to appear in practitioner literature; however, the fact that those perceptions are not explored in HRD literature is a problem. The purpose of this study was to examine perspectives of participants in organization-sponsored training. A general qualitative methodology was utilized in this study. Then, through a social constructivism lens, the researcher looked closely at the interactions described in the trainees’ experiences in order to understand their assumptions and how they made sense of their experiences. The researcher collected 10 interviews from participants representing various types of training experiences. The 10 interviewees identified shared experiences that led to the formation of four themes: (1) relevance and applicability, (2) attitudes and preferences, (3) immediacy, and (4) relational learning. Within the first theme, there were three subthemes: (1) responsibility for relevance and application, (2) communicating relevance, and (3) trainees’ recognition of relevance and application. Theme 2, immediacy, consisted of three subthemes as well. Immediacy was explained by trainees as verbal, nonverbal, and environmental. No subthemes emerged from the other two themes. Finally, the themes revealed two episodic narratives. The two narratives were “Time is money--Is this worth the time?” and “If you don’t care, I don’t

Participants' perspectives of training experiences: An exploratory qualitative study

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Participants' perspectives of training experiences: An exploratory qualitative study