ABSTRACT
Learning happens in many locations. It occurs in the classroom when teachers present information, engage student participation, provide feedback, and cocreate the classroom climate. It happens during office hours when students seek out additional guidance or social camaraderie, and when teachers create an opportunity for that to occur. Learning can be seen when teachers go home to be self-reflexive about their performance and the extent to which their goals for the class are being achieved; students also continue the learning process during their “off time” by honing their study skills. Outside of the classroom, both teachers and students continue to advance their learning, whether through continued research to stay abreast of current findings or through participation in extracurricular activities. Indeed, learning begins even before teachers or students set foot in the classroomit happens in the construction and design of the course, as well as in students’ selection in taking one class in lieu of another. In short, the construct of learning, just like communication, is a dynamic and ongoing process. Who then is better equipped to reflect on the topic of learning than experts in the field of communication? Using a common methodological frame-
work, the authors in this volume shed light on what we know about instructional communication and where we can go from here.
