Thirtieth International Conference on Learning

Abstract

For teachers and students, the COVID-19 pandemic has been a time of serious uncertainty, requiring unparalleled resilience and perseverance especially when education, by and large, shifted to and relied on online learning. When the pandemic hit, research on pedagogy, learning, and instructional communication found a consensus that affective skills –empathy, resilience, and the ability to cope with anxiety– turned out to have major impacts on children’s daily lives, and must be integrated and emphasized along with other cognitive and social skills. Already three (3) years into COVID-19, teachers and students’ heading back to campus has come as a welcome relief to many; however, as with the previous shift to online learning, the researcher believes that learning delivery-related changes and transitions anew may come with difficulties and nuances. Acknowledging the growing need to study affective learning and instructional communication in the post-pandemic times, this research endeavor primarily attempts to better understand how these changes and transitions affect the emotional experiences of students and teachers, and how effective instructional communication can support affective learning in the new educational landscape. More specifically, it aspires to contextualize affective learning in post-COVID-19 speech communication classrooms by answering: How do speech communication instructors facilitate, integrate, and communicate affective learning in their respective post-COVID-19 classes as perceived by their students?