Communication Education

Aims & Scope

Communication Education is a peer-reviewed publication of the National Communication Association.

Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia.

Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches.

All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning.

Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues

View Aims & Scope

---

Metrics & Ranking

Journal Rank

Year	Value
2024	9718

Journal Citation Indicator

Year	Value
2024	263

Impact Factor

Year	Value
2024	0.90

SJR (SCImago Journal Rank)

Year	Value
2024	0.597

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	76

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

  Citation: 566

  Authors: Joseph P., Richard E., Cheri J.

• The relationships among teacher immediacy behaviors, student motivation, and learning

  Citation: 513

  Authors: Diane M.

• The relationship between verbal teacher immediacy behaviors and student learning

  Citation: 461

  Authors: Joan

• The teacher‐student relationship as an interpersonal relationship

  Citation: 355

  Authors: Ann Bainbridge, Marian L.

• Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning

  Citation: 337

  Authors: Timothy G., Patricia, James C., Virginia P.

• Instructor–Student and Student–Student Rapport in the Classroom

  Citation: 311

  Authors: Brandi N., Matthew M.

• Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review

  Citation: 290

  Authors: Kelly A.

• The relationship of perceived teacher caring with student learning and teacher evaluation

  Citation: 262

  Authors: Jason J., James C.

• Communication in the classroom: Power and motivation

  Citation: 256

  Authors: Virginia P.

• A Review of Humor in Educational Settings: Four Decades of Research

  Citation: 249

  Authors: John A., Norah, Dariela, Shr-Jie

---