Instructional communication research has a rich history of exploring the means through which communication affects learning (cognitive, affective, and behavioral). Instructional communication models have proven valuable guides for understanding communication and learning within as well as outside the classroom, including dynamics like physician-patient or supervisor-subordinate interactions. Indeed, there is an abundance of research explaining how the communicative behaviors of the knowledge holder impacts learning for the information receiver. Exceedingly less attention is given in the literature to student communication and its effect on learning.
This gap in our understanding provides an opportunity to delve further into student-to-student communication through this themed special issue. All methodological explorations are welcome. The role of peer interactions as related (or in respect) to the following variables and learning are of particular interest:
- Anxiety
- Communication channels
- Ethics
- Identity
- Information seeking
- Listening
- Resilience
- Retention
- Sense of belonging
- Social presence
- Social support
