UNIVERSITY OF ZIMBABWE

CENTRE FOR TEACHER EDUCATION AND MATERIALS

DEVELOPMENT
IN ASSOCIATION WITH

DIPLOMA IN EDUCATION [SECONDARY]

SURNAME : MUSARIRI

NAME : BLESSED

STUDENT NUMBER : 32-186589 X 32

YEAR GROUP : DE1 POST O COMP SCIENCE

SUBJECT : COMMUNICATION AND ICT

LECTURER : MR NYEVE

DUE DATE : 26 APRIL 2024

QUESTION :

Compare and contrast any two models of communication you have studied on the module, clearly writing
which one is more applicable in teaching and learning within tertiary institution. . [25]

MARKER’S COMMENT(S)…………… ……………………………………………………………………………

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We have learnt the same models of communication today that were taught from years that
have past since long time ago. This can and should be regarded as a mark of the enduring
value of these models in highlighting key elements of that process for learners who are taking
the process apart for the first time. . It is very important for a teacher and a student to have
good verbal, nonverbal, listening and writing skills in the delivery of education to learners.
For effective teaching a teacher need to be highly skilled in all these areas, a teacher with
good communication skills always make things easier and understandable.
This paper presents the classic communication models that are taught in introducing students
to interpersonal communication and mass communication, including Dean Barnlund's
dynamic and two way communication (the Transactional model) and the Lasswell's model
the linear model.

According to the Oxford Dictionary:

"A model is a representation of an object or system that is used to better understand, describe,
or simulate it, often using mathematical or conceptual techniques."
Reference: Oxford English Dictionary. (n.d.). Model. Retrieved from
https://www.lexico.com/definition/model

According to the National Research Council:

"A model is a simplified representation of some aspect of the world. Models can be physical
objects, such as globes, or can be mathematical equations or computer programs."
Reference: National Research Council. (2012). A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas. National Academies Press.

In general, terms, a model is a simplified representation or abstraction of a complex system or

concept. Models are used to gain a better understanding of the system or concept, make
predictions, test hypotheses, or facilitate communication.
According to the National Communication Association NCA):"Communication is the
collaborative process of using messages to create and participate in social reality. Adler, R.
B., & Rodman, also states that Communication is the process of creating and sharing
meaning using symbol systems.
However, Communication is the process of exchanging and transmitting information, ideas,
thoughts, and feelings between individuals or groups through various channels and mediums.
It involves the encoding, transmission, and decoding of messages, allowing for the sharing
and interpretation of meaning. Here are a couple of definitions of communication from
reliable sources:

Linear model:
The Transmission model of communication is a linear model where information flows in one
direction, from a sender to a receiver. This model assumes that communication is successful
when the receiver accurately decodes the message sent by the sender. It focuses on the sender
encoding a message, transmitting it through a channel, and the receiver decoding the
message. This model is highly structured and emphasizes clear and effective transmission of
information. Fisher, L. M. (1989).

Shannon and Weaver (1949) proposes the linear model of communication as a one-way
process where information flows from a sender to a receiver in a straight line. In teaching and
learning, this model may be seen as the professor delivering a lecture or providing
instructions to students without much room for feedback or interaction.

However, it is positive as it provides a clear structure for information delivery, useful for
conveying specific content in a straightforward manner, can be efficient for transferring
knowledge in a lecture format.
The communication is viewed as a straightforward process with no room for noise or external
factors that may affect the message.
Transactional model:
The Transactional model of communication views communication as an ongoing, dynamic
process where both the sender and the receiver play active roles. According to Dance (1970),
this model of communication is a two-way process where both parties contribute to the
meaning-making process. Communication is seen as a simultaneous exchange of messages
where both parties encode, decode, and interpret messages. Feedback is crucial in the
Transactional model to ensure shared meaning between both parties. Watzlawick, P., Beavin,
J. H., & Jackson, D. D. (2011).
The Transactional model of communication views communication as a dynamic process
where both parties are actively engaged in creating shared meaning. In teaching and learning,
this model encourages interaction, feedback, and collaboration between professors and
students, leading to a deeper understanding of the subject matter. It allows for two-way
communication, promotes understanding and collaboration, fosters critical thinking skills,
creates a more engaging and participatory learning environment. Developed by Barnlund
(1970), this model suggests that communication is an ongoing, reciprocal process where
individuals exchange messages in a responsive manner.

 The Linear model is one way, while the Transactional model is interactive and
dynamic.
 The Linear model focuses on the sender encoding and transmitting the message, while
the Transactional model emphasizes mutual understanding between both parties.
 The Linear model is one-directional, while the Transactional model is multidirectional
and reciprocal.

 The Linear model assumes communication is successful when the message is

accurately decoded, while the Transactional model values shared meaning and
feedback.
 The Linear model is more structured and traditional, while the Transactional model is
more flexible and adaptive.
 The Linear model places more emphasis on the sender, while the Transactional model
views communication as a collaborative effort.

In teaching and learning within tertiary institutions, the Transactional model is more
applicable. Tertiary education involves a dynamic exchange of ideas between professors and
students, where mutual understanding and feedback are essential for effective
communication. The Transactional model allows for a more interactive and engaging learning
environment, where both teachers and students actively participate in the knowledge-making
process. For example, in a classroom setting, a teacher may deliver a lecture (encode a
message) to students, who then ask questions or provide responses (feedback) to clarify their
understanding. This continuous exchange of information and feedback enhances the learning
process and promotes better comprehension of the subject matter. This essay will expound
more on transactional model as it emphasizes the importance of dialogue, feedback, and
shared understanding, making it more effective in teaching and learning within tertiary
institutions.

Interactive and Engaging: The Transactional Model allows for a more interactive and
engaging communication process between teachers and students. This active exchange of
information fosters a deeper understanding of the subject matter and promotes student
engagement in the learning process (Barnlund, 2008).

Feedback and Clarification: Unlike the Linear Model, the Transactional Model incorporates
feedback loops that enable students to seek clarification, ask questions, and provide input on
the material being taught. This feedback mechanism helps to address students'
misconceptions and enhances their learning experience (Trenholm & Jensen, 2013).

Contextual Understanding: The Transactional Model recognizes the importance of context

and shared meanings in communication. Teachers can tailor their messages to suit the diverse
backgrounds and learning styles of students, creating a more inclusive and effective learning
environment (Griffin, 2012).
Critical thinking: The transactional model promotes the development of critical thinking
skills in students, as they are encouraged to actively engage with the curriculum and question
assumptions and ideas presented to them. Teachers play a key role in fostering a supportive
learning environment that encourages students to think critically and creatively.

Dynamic Communication: In the Transactional Model, communication is viewed as a

dynamic and ongoing process that is shaped by the interactions between teachers and
students. This dynamic nature of communication fosters collaboration, critical thinking, and
active participation in the learning process (Littlejohn & Foss, 2011).

Relationship Building: By acknowledging the reciprocal nature of communication, the

Transactional Model helps to build positive relationships between teachers and students. This
rapport creates a supportive learning environment where students feel encouraged to express
their thoughts and ideas openly (Devito, 2018).

In conclusion, the Transactional Model's emphasis on interaction, feedback, contextual

understanding, dynamic communication, and relationship building makes it a more effective
approach for teaching and learning in tertiary institutions compared to the linear model. This
approach can lead to more meaningful and authentic learning experiences for both teachers
and students.

.
References:

Barnlund, D. C. (2008). A transactional model of communication. Classics of

Communication Theory, 4, 129-139.
Trenholm, S., & Jensen, A. R. (2013). Interpersonal communication. Oxford University
Press.
Griffin, E. (2012). A First Look at Communication Theory. McGraw-Hill Education.
Littlejohn, S. W., & Foss, K. A. (2011). Theories of human communication. Waveland Press.
DeVito, J. A. (2018). The interpersonal communication book. Pearson.
Shannon, C. E., & Weaver, W. (1949). The Mathematical Theory of Communication.
Urbana, IL: University of Illinois Press.
Barnlund, D. (1970). A Transactional Model of Communication. In K. Krippendorff (Ed.),
The Content of the Form - Narrative Discourse and Historical Representation. Philadelphia:
University of Pennsylvania Press.
Dance, F. E. X. (1970). The Concept of Communication. Journal of Communication, 20(2),
201-210.
Fisher, L. M. (1989). Rhetoric and human consciousness: A history. New York: Oxford
University Press.
Watzlawick, P., Beavin, J. H., & Jackson, D. D. (2011). Pragmatics of human
communication: A study of interactional patterns, pathologies, and paradoxes. W. W. Norton
& Company.