Essay Sample on Communication in Education and Training

Communication refers to conveying messages from a group or entity to another using conventional symbols, semiotic signs, and rules. The process of communication in education and training involves nonverbal, verbal, and para verbal aspects, and is essential in mediating teacher and student behavior (Erfiani et al., 2020).

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Communication Theories, Principles, and Models.

In communication, theories are essential as they directly impact people's lives. They help in the organization and understanding of the communication experiences. They are also helpful when choosing the aspect of communication to study, broadening the knowledge of human communication, and helping control and predict communication. They help in challenging current cultural and social realities and providing new ways of life and thinking. It is a conceptual explanation or representation of the process of communication (DeLuca et al., 2018).

Some of the theories to communication are transactional analysis, which states that communication occurs in three ego states; parent, child, and adult.

Communication occurs in the form of parent to parent, child to adult, and adult to child. Every ego state is representative of a set of behaviors and thoughts. The second theory is interactive, which states that communication is both verbal and non-verbal. It involves the source, medium, and the recipient. There is also feedback at the end of the process. The third is the linear theory, which states that communication is the act of sending a meaningful message from one person to another. The last approach is institutional, meaning that the organizations have rules governing the behavior of the recipients of the message. Included here are the response channels and procedures (DeLuca et al., 2018).

Organizations have various communication structures to enable them to achieve their aims and objectives of business success. My business has adopted the open-door policy. The communication method has ensured freedom of speech and action, as individuals can raise their concerns freely, ask questions, and present their ideas anytime. The result is that trust has been built within the workplace's various sections (Persky & McLaughlin, 2017). The product is that junior employees have felt valuable and their input appreciated. Businesses need to have both literal and figurative doors open. When physical barriers are removed, a sense of mutual trust is created, and ideas are exchanged openly. Such an arrangement allows for quick and instant solutions to problems instead of waiting until during meetings. An employee can ensure good communication through active listening. Doing more of listening than talking is essential in understanding what is being communicated (Persky & McLaughlin, 2017).

Barriers to Communication

Some of the barriers to communication are environmental, which involves the lack of appropriate communication facilities or the use of outdated or malfunctioning equipment. Sociocultural factors, including organizational issues, political ideology, cultural issues, personal disagreements, language, and religion, may also hinder effective communication. Individual issues may also be a barrier. These include health or family issues and lack of confidence (Barieva et al., 2018). Such factors make a person preoccupied hence miss vital communication. In this category, physiological barriers like hearing impairments may limit a person's communication abilities. Therefore, organizations should ensure effective communication by availing the necessary environment and facilities towards the same. Training is required among the employees on productive communication (Barieva et al., 2018).

Applying the Models to Teaching, Learning, and Assessment

Under the transactional theory, some learners may not be comfortable moving from the child stage due to persistent mental health issues. For example, a bipolar student may not help to be aggressive with colleagues while in class. Also, those with significant psychological trauma may not move to adult interaction level. The interactive theory does not give strategies to assist with communication. Some students may have mental health conditions that impede their decoding of messages while in class. Learners suffering from delusions or paranoia may interpret information with biasness, based on their health status. However, they may not seek medical help, as they do not consider their conditions important in the communication process (Rumapea et al., 2017).

The linear model stipulates the sending of messages from the sender to the receiver. That makes it appropriate for communication between teachers and learners. The tutors must therefore be aware that their communication may not reach the recipient as intended. There is, therefore, a need to make the communications concise, clear, and tied to the principles of differentiation. A tutor hence must be wary of the individual differences among the learners.

Under the institutional theory, there is a need for the tutors to adopt more collaborative teaching in place of the traditional top-down approach. The method is suitable as it allows learners to gain interest in their personal development and continue in such characters even after the course is ended (Rumapea et al., 2017).

Analyzing the Theories, Principles, and Models of Assessment

Assessments may be done initially, i.e., diagnostic, in this sense, to assess learner's current experience, skills, capabilities, and knowledge. It is essential to know the learner's weaknesses and help plan for the lesson and identify the appropriate teaching methods. The tutor is enabled to determine the specific needs of the learner. In this case, assessments are through pretests, self-assessment, and interviews (Jarašuniene et al., 2017. Formative assessment is done by providing continuous feedback to ensure learners are on the learning process's intended track.

The focus is on improvement, and it is not graded as the intention is to determine the progress made and the relevance of the teaching method. Students can identify their strengths and weaknesses, how to improve, and to address them instantly. Examples of formative assessments are home assignments, observations, role play, a summary of the main issues, concept mapping, questions and answers, class discussions, reflections and journals, and class activities (Jarašuniene et al., 2017).

These methods have the merit of removing the anxiety due to grading among the learners. Thus, learners are allowed to get assistance in those areas they are not good at and is appropriate for early intervention to enhance learning and ability. The disadvantage is that it does not allow for broad-scale assessment, and may even be logistically complicated. It is also time-consuming and needs much more commitment. It does not offer a measure that is comparable and objective that is necessary for accountability. Tutors may also possess limited knowledge required for their application (Li et al., 2020).

Summative assessment occurs at the end of the course and is used to assess the course delivery's extent of achievement and effectiveness. It involves exams and other accreditation methods offered at a predetermined point in the course and has an agreed standardized format. It allows tutors to assess the learners' levels of understanding against a benchmark in an unbiased way. These can be projects, accredited exams, portfolios, performances, final exams, and essays. This method has the merits of revealing the extent of a learner's knowledge acquisition at a certain point and determining the achievement and progress. However, the disadvantage is that it comes at the end of the course, hence putting unnecessary pressure on the learners and may affect their performances in the tests (Li et al., 2020).

Using the Theories, Principles, and Models to Assess Learning

The various models, principles, and theories can help formulate and use different educational assessment procedures. There exists a myriad of factors that determines the assessment procedures to employ. The assessment's role also determines the type chosen; hence, pre-assessments are used to judge the current ability and the progress of the course. Formative assessments, on its part, measures the progress throughout the process until the end. The results should f the lesson plan for a quick solution if the learner does not fully understand the course (Baird et al., 2017).

Summative assessments are essential at the course's termination, and can then be compared to the results of pre-assessment to determine the empirical change realized. The product should form part of the lesson plan and design. Many forms of assessment exist, hence the tutor must identify the purpose of the evaluation to choose the most appropriate. Accreditors' requirements and the suitability of the method play vital roles in making such a choice. The style of learning is also essential and going for the assessment methods that cater to the needs of individual learners (Baird et al., 2017).

There are legal aspects, too, which ensures that learners follow the education authorities' legal structures. The methods are also differentiated because some are suitable for advanced levels, including peer or self-assessments. Hence needs much autonomy on the part of the learners. A modified version that suits low-level learners may be appropriate, as it is a self-guided assessment on their own. The various assessment methods have their merits and demerits, hence using a variety of methods ensures that the learner has a comprehensive and overall understanding of the syllabus content and can apply the knowledge to its context (Khalil & Elkhider, 2016).

Knowledge is acquired in stages, and one step is fulfilled before learners can move to the next. The models are essential as the basis for assessing the learners' achievement of the stated goals. The goals may either be mutually set by the learner, a tutor, or an accreditor. The various types of goals will, however, affect the lesson plans assigned to them. There is, however, a need that both the tutors, learners, and the institutions agree on the assessment methods to avoid any conflicts among the learners and other stakeholders (Khali & Elkhider, 2016).

References

Barieva, K., Kireeva, Z., & Svetlana, K. A. D. I. (2018). The Overcoming the Communication Barriers of Students as means of a Personalization of Education. Journal of Social Studies Education Research, 9(3), 398-409. https://dergipark.org.tr/en/download/article-file/661110

DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 25(4), 355-375. https://www.tandfonline.com/doi/pdf/10.1080/0969594X.2016.1244514?casa_token=FtFDb1TNpxkAAAAA:VmgEElM11KHs3nDd8c9ynatmDyPwrgLZ6jmhjBYa9OhGOx3aAWywXabkkIIV7SBRYL5hAZi0gOpmOTPn

Erfiani, N. M. D., Sukarsih, N. N. T., & Susanto, P. C. (2020). The Role of Semiotic in Translating Symbols for Biblical Texts. Heritage of Nusantara: International Journal of Religious Literature http://jurnallektur.kemenag.go.id/index.php/heritage/article/view/554

Jarašuniene, A., Sinkevicius, G., & Mikalauskaite, A. (2017). Analysis of application management theories and methods for developing railway transport. Procedia Engineering, 187, 173-184. https://vb.vgtu.lt/object/elaba:22619865/

Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in physiology education, 40(2), 147-156. https://journals.physiology.org/doi/full/10.1152/advan.00138.2015