Forum: Interpersonal Communication in Instructional Settings. The Instructor-Student Relationship as an Alternative Form of Superior-Subordinate Relationship

In this brief forum article, the author suggests studying the instructor-student relationship as a superior-subordinate relationship offers an alternative way to view how student learning occurs in the college classroom, and can provide instructional communication researchers with the opportunity to explore how structural and institutional variables--typically associated with organizational communication research but certainly relevant to the instructional communication context--influence student learning as well as the development, maintenance, and termination of the instructor-student relationship. In answer to the question as to whether instructional communication researchers study too much interpersonal communication and not enough of other topics in the instructional communication literature, the answer is affirmative. While the genesis of instructional communication can be attributed to the study of interpersonal communication and the application of these interpersonal communication constructs is informative, it should be considered that the organizational communication literature can be equally as informative when applied to the study of the instructor-student relationship. [Other articles in this forum include: Interpersonal communication research in instructional contexts: A dyadic approach (EJ1121093); A cautious approach to reliance on interpersonal communication frameworks: The importance of context in instructional communication research (EJ1121095); The interplay between interpersonal communication and instructional communication (EJ1121087); Raising new questions and restoring our focus on authentic student learning (EJ1121117); Improving situational awareness for instructional communication research: A forum response (EJ1121131); What role should interpersonal communication play (or not) in instructional communication research: A response to the forum essays (EJ1121147).