Browsing by Author "Krause, Andrea"

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    From sense making to decision making when living with cancer
    (Equinox, 2017) Goering, Elizabeth M.; Krause, Andrea; Communication Studies, School of Liberal Arts
    The diagnosis of a catastrophic illness, such as cancer, brings with it a whirlwind of decisions to be made. As healthcare systems rely increasingly on shared decision making (SDM), understanding how patients make sense of health-related information and equip themselves to participate as equal partners in health-related decision making is essential. Coordinated management of meaning’s (CMM) LUUUTT (lived, unknown, untold, unheard, told stories, telling stories) model provides a useful conceptual and methodological framework for better understanding how stories are woven together to create meaning and influence decision making. This Research Note illustrates the potential of applying the LUUUTT model to autoethnographic vignettes and personal health narratives to reach a deeper understanding of the sense-making and decision-making processes related to living with cancer.
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    Like Peas in a Pod: A Strategy for Creatively Transposing Interaction-based Classes into an Online Learning Environment
    (Indiana University, 2021) Krause, Andrea; Goering, Elizabeth M.; Communication Studies, School of Liberal Arts
    The sudden shift to online learning thrust upon universities worldwide by the COVID-19 crisis created unique challenges related to effective online education. Challenges were most acute for highly interactive classes that were forced to move to asynchronous online learning environments. In response to these challenges, we developed an instructional model, rooted in group communication theories and concepts, designed to promote meaningful online learner-to-learner interaction. In this paper, we provide an analytical assessment of our communication-based interaction model, which was implemented in five classes taught at a German university during the COVID shutdown. Part 1 describes the model, its development, and its implementation. Part 2 analyzes learners’ perceptions of the model’s effectiveness using a mixed-methods approach. Results demonstrate the viability of the model, indicating that it is possible to provide meaningful interaction in asynchronous online classes, even in the midst of a pandemic, if communication goals are clearly articulated and strategically implemented.