Analyzing Communication Theories, Models, and Principles in Education

This essay provides an analysis of communication theories, models, and principles relevant to education. It discusses theories such as the semiotic theory, where teacher feedback is crucial for evaluating teaching effectiveness, and the process theory, which lacks feedback mechanisms. The essay also explores communication models including Aristotle's model, focusing on adapting communication methods to student learning styles; Lasswell's model, emphasizing smooth communication; Shannon and Weaver's model, addressing communication challenges; and Charles Osgood's model, highlighting the importance of teacher-student relationships. Key communication principles such as understanding the topic, effective teaching methods, assessments, and a code of conduct are also examined. The document concludes with a list of references used in the analysis.

TASK 2

2.1 Analysing theories, models and principles of
communication
 Communication is a medium in which information, ideas and opinions are exchanged between each other
effectively. Right medium is required for transferring the appropriate information. Communication process includes
sender, a message, channel, communication medium and a receiver.
 Sender is one who delivers the message.
 Channel is used to deliver the message and the medium can be oral or visual.
 Receiver is who get the message.
 Receiver can also transfer the feedbacks to the sender if required.

COMMUNICATION THEORIES
 Semiotic theory: In this theory, the sender receives feedbacks from the receiver. The teacher will confirm the
message which can be the information is delivered to the students or not. This will be determined by the teachers
with the help of their results in the assessment and reactions. It will also help teachers to evaluate whether the
method they are using is effective or need changes.
 The process theory: The process theory describes that the receiver do not expect any comments or feedbacks from
the side of receiver. Thus, teacher should know the consequences towards his level of teaching. Thus, an ineffective
teacher is no longer able to deliver the important information to the students in the classroom. The method is
difficult for both teachers and students that they are not able to asses their capabilities and abilities effectively.

COMMUNICATION PRINCIPLES
 Understanding the topic and concept.
 Effective method should be used by teachers.
 Assessment and tests should be organised.
 Use of empty vessel theory.
 Communication method should be used for evaluating the performance.
 Code of conduct should be used for a defective learning session.

2.2 Supporting presentation with different models
 COMMUNICATION MODELS
 Aristotle model: The model describes that a teacher changed the communication method such as learning style
which will help him to provide effective learning to the students. This will be evaluated by the teacher in case the
students are not performing well.
 Lasswell's model: According to this model, the sender does not expect or assume any difficulty during the
communication method until it is going well and effective. This will help teachers to manage the environment of
learning towards students.

Continue
 Shannon and Weaver's model: The model describes the difficulties in communication process. The teacher
determines the problems between students that why they are not performing well or observing learnings.
 Charles Osgood's model: In this method, there should be effective interrelationships between both students and
teachers. This will help both of them to manage the issues and problems in the learning session effectively.

REFERENCE
 Crain, W., 2015. Theories of development: Concepts and applications. Psychology Press.
 Cunliffe, A. L., 2016. Republication of “On Becoming a Critically Reflexive
Practitioner”. Journal of management education. 40(6). pp.747-768.
 Drake, J. R., O'Hara, M. and Seeman, E., 2015. Five principles for MOOC design: With a
case study. Journal of Information Technology Education: Innovations in Practice. 14(14).
pp.125-143.
 Dunleavy, M. and Dede, C., 2014. Augmented reality teaching and learning. In Handbook
of research on educational communications and technology (pp. 735-745). Springer, New
York, NY.