Learning-communication interfaces : model for instructional transactions / Rodrigo C. Rivera. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2007.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree of Master of Arts in Communication Management. 56

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ABSTRACT: To add knowledge in the epistemology of instructional communication, this study investigated the phenomenon of instruction with a communication perspective. This research was designed to develop the Learning-Communication Interfaces Model for Instructional Transaction, which serves two-fold aims: as a schema to classify various instructional activities and as a framework to approach communication arts instructions. To obtain information, the study applied phenomenological traditions under descriptive qualitative research design. This design allowed the researcher to collect, interpret and thematize on various realities or constructs about best practices in approaching instruction through integrated communicative contexts. Rich descriptive information were obtained using writing exercises, categorization and classification tests, focus group discussions, interview and theory valuation questionnaires. The study was conducted among purposively selected sample of ten (10) from thirty five (35) communication arts teachers, who constituted as best teachers of the English Area of the School of Multidisciplinary Studies in De La Salle College of Saint Benilde, during the second terms of School Year 2007-2008. The locale and sample were chosen considering the nature of the study, which upholds a constructive philosophy on pedagogy. Results confirmed the assumptions the proponent had in the theoretical and conceptual stage of the investigation: that a communication perspective is not a significant schema among the teachers who had various concepts and approaches to facilitate instruction; to this concern, the Learning - Communication Interface Model was found to serve usefully as a schema to classify various instructional activities; and that this model had implications to apply as an alternative paradigm in approaching communication arts instruction. Findings from the instruction corroborated with the theoretical framework of the study; that the responses of the sample were supportive if the claims of this research. Among the sample group the model was perceived to be highly acceptable in terms of its efficacy as an instructional approach, and both efficient and convenient as a categorical schema to classify instructional activities. The analyzed responses from the sample, were found to be congruent to that of the researcher's supposition, and likewise implied strong approval and appreciation to the perspectives the model presents. The findings provided bases for the conclusion that the Learning - Communication Interfaces Model for Instructional Transactions has the qualities of a sound communication theory, to represent the nature of instructional communication: with a simple presentation, it clearly and precisely describes the various interfaces, which are logically consistent with reality; it can be empirically verified through observation; it demonstrates flexibility to change as new observations might dictate, it has implications which are predictable; and it aids in understanding communication processes in instruction, generating ideas for future study. Likewise, it demonstrates traits of an instructional design model: aimed at aiding the process of teaching and learning; showing the complexity of integrated elements of instruction which may be applied in many levels and varied contexts; putting the learners integral to the entire process of instruction. As part of continuing approach to rationalize and enhance instructional communication, the study recommends that the Learning - Communication Interfaces Model be applied to be tested as to its validity and claimed efficacy, in the actual practice of communication arts instruction, as well as in various disciplines across the curriculum. It further recommends that in order to facilitate meaningful learning for the students, effective instructional management must be integrated directed to meet learning goals and objectives. Most importantly, it is suggested that teachers explore integrating variety which are contextualized in the eight learning-communication interfaces to make learning more meaningful to students. The suggestions that conclude the investigation had those insights from the sample incorporated. Lastly, this study recommends further scholarships in the contexts of instructional communication and enhancing teaching-learning processes with a communication perspective, in the light of enriching the epistemology of communication research in pedagogy.

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