Communication in the Learning Environment

What is communication?

Communication is commonly defined as the process of passing information from one individual to another, which is confirmed by Gravells and Simpson (2009, pp. 71) who state that "[c]ommunication is a means of passing on information from one person to another" and add that "it can be verbal, non-verbal or written". Wilson (2008, pp. 103) expands this definition by adding that "[c]ommunication is the art of passing a message … the person receiving that message must understand it, and be able to respond to it, usually by sending another message".

This is formalised in definition by Answers Corporation (2009), who define communication as "[t]he exchange of thoughts, messages, or information, as by speech, signals, writing, or behavio[u]r … [and] [t]he art and technique of using words effectively to impart information or ideas".

Communication can therefore be defined in summary as the process of exchanging information from one entity to another in such a way that both parties can understand and correctly interpret the message or information conveyed in a mutually understandable format or language. This can consist of any one of, or a combination of speech, symbols, writing or behaviour.

Blair (2009) discusses why effective communication is essential to modern working environments in the paragraph below. This is a worthwhile comparison to a learning environment, as many of the considerations are identical and the teacher is in a similar position to a manager; they must encourage the learners to work, while enabling them to be able to input into the organisation and feel included, which in turn helps to increase their productivity.

"You need to communicate to coordinate your own work and that of others; without explicit effort your conversation will lack communication and so your work too will collapse though misunderstanding and error. The key is to treat a conversation as you would any other managed activity: by establishing an aim, planning what to do, and checking afterwards that you have achieved that aim. Only in this way can you work effectively with others in building through common effort."

All sources collaborate in the identification of three main categories of communication; verbal, non-verbal and written. Each of these categories has its own methods and attributes, for example verbal communication is primarily consists of speaking and listening, written communication consists of text-based documents and images, and non-verbal communication includes aspects such as style of dress, facial expressions and other such factors.

Wilson (2008, pp. 103) identifies several methods that can be used within each category of communication in a table similar to that detailed below.

Written	Verbal	Non-verbal
Long-hand Shorthand Text Images	Spoken: Direct – face-to-face Indirect – Telephone	Sometimes called body language Dress Facial expression Proximity Touch

Each category has different methods of communication, such as email, letter or memos for written communication, conversation, telephone calls or recorded messages for verbal communication, and sign language is a prime example of non-verbal communication.

What are communication barriers and how can they arise in the learning environment?

In communication, barriers can arise that will impede or damage communication channels, either making communication difficult, awkward or simply impossible. This must be remedied, as without the appropriate and effective communication channels, teaching and learning can simply not occur. The barriers can be identified as occurring from a number of different areas, such as the transmission of the communication (the teacher), the receiver (the learner) and the learning environment itself.

The communication model (above) demonstrates the process of communication between two entities; in this context, people – either learner-learner, or teacher-learner. The model identifies the action that occurs within each entity, and the sources of ‘noise’ that can occur and where it will impact. It reveals that 'noise', through any barrier identified in this paper, can impact the communication process through either entity involved, or in the communication channel that has been created between each entity.

Transmission Barriers

Transmission barriers are those arising from the delivery and construction of the message that is being communicated, and can have a number of factors that can impact its effectiveness and interpretation by the receiver. Wilson (2008) identifies these barriers as including:-

• Jargon, specialist terminology
• Level of language
• Language and accent

Although targeted at a working environment, Graham (2005) identifies very valid and applicable barriers that can include "inefficient or inappropriate information systems [communication channels], a lack of supervision [by the teacher] …, and a lack of clarity in roles and responsibilities", and adds that "[p]oorly explained or misunderstood messages can also result in confusion … [and] presentation of information is also important to aid understanding".

These agree with those identified by Wilson, in that the language used and the deliverer's accent can result in confusion and misunderstanding if the receiver cannot successfully interpret the message. The two sources also agree that the appropriate level of language used, particularly in the presentation of the information, can aid the learning process and help minimise the risk of misinterpretation.

Receiver Barriers

Barriers arising from the receiver can involve a number of different factors, including the inability to multi-task in taking notes while listening simultaneously, the receiver's attitude and mental state. Poor management of a learning environment by the teacher or course provider can result in a negative attitude arising from either teacher or learners, which can result in damage to the communication channels.

Dissatisfaction or motivation are two prime examples of attitudinal issues identified by Graham (2005), who identifies that these can occur as a result of "lack of consultation [negotiation] …, personality conflicts [and] the personal attitudes of individuals". These issues can arise from factors such as poor education, for example the learner cannot carry out a task they have been given, or "resistance to change due to entrenched attitudes and ideas".

Other barriers identified include language and culture barriers, where misunderstanding can occur as a result of different cultural values, or variations in language. Language barriers can also result from the use of regional or national slang, where this may not be understood by the receiver.

Psychological or health barriers may also impact on an individual's ability to correctly receive and interpret the message being transmitted. PAMF (2009) explains that "[s]ome people have trouble with various forms of communication -- writing, reading, speaking, hearing or paying attention" and adds that these can occur due to differences in the way that information is processed by individuals. PAMF (2009) identifies some examples of learning difficulties or differences as including:-

• Dyslexia: trouble reading
• Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD): difficulty focusing or staying still
• Stuttering: speech problem
• Hearing problems
• Vision problems

Graham (2005) confirms that "[p]hysiological barriers may result from individuals' personal discomfort, caused, for example, by ill health, poor eye sight or hearing difficulties", and adds that additional psychological factors to those listed above can result from an individual's state of mind, and that personal problems such as "worries about their health or marriage" can also impact the communication process.

Environmental Barriers

In addition to those arising from the transmitter and receiver in the communication process, the environment can also cause barriers that can impede or distort the message being transmitted, or make its transmission or receipt impossible. Wilson (2008) identifies that a common environmental barrier to communication can consist of background noise.

Background noise in the learning environment can include a variety of sources, both internal and external. Internal factors can include noise from heating or cooling systems, technology or equipment present in the environment, and even the teacher or learners themselves. External factors can include traffic outside the environment, other people moving around the building and other noise sources such as nearby roadworks, factories or building sites and even the weather.

Graham (2005) identifies that environmental barriers can also occur through the use of poor or outdated equipment that causes disinterest with the receiver due to low quality or slow speed, and that poor lighting or heating within the learning environment can also affect morale and concentration levels, "which in turn interfere[s] with effective communication".

Other Barriers

In addition to the categories above, barriers can arise on behalf of more than one party involved in the communication. A major barrier identified by Blair (2009) is that of ambiguity. This can arise from both teacher and learner, or a combination of both, and indicates a failure in communication. Ambiguity can occur where language or words used can have "different meanings depending upon context and/or culture". Blair provides examples of ambiguity, including:-

• A "dry" country lacks either water or alcohol;
• "Suspenders" keep up either stockings or trousers;
• "Funny" meeting is either humorous or disconcerting;
• A "couple" is either a few or exactly two.

It is critical that if an ambiguity is recognised by either teacher or learner, the conversation must be paused so that a correct interpretation can be clarified and understood by all parties involved. This can also be compounded by human error, where a spelling or misunderstanding can give rise to a completely different interpretation or meaning to that which is intended, or simply result in confusion.

In addition to these two general examples, both teacher and learner may simply mishear the other while communicating. This can at best cause some confusion, although has the potential for far more damage. Blair (2009) provides an excellent example that can be applied to a learning environment, particularly in workshop-based or similar practical subjects where learners have access to potentially dangerous chemicals and substances:-

"The omission of a simple word could be devastating. For instance, how long would you last as an explosives engineer if you failed to hear a simple negative in: ‘whatever happens next you must [not] cut the blue wi...’?"

In order to prevent issues such as that identified above, the teacher has the primary responsibility in being aware of communication issues and minimising the potential for these, and for clarifying and resolving any issues that do occur.

How could these barriers be resolved?

To ensure effective communication, where no ambiguity or misunderstanding arises as a result of the communication, each party involved must be aware of a number of issues and take these into account when choosing the style of communication to use, and the content of the message they are sending. Blair (2009) summarises the key considerations of effective communication as:-

• You must make your message understood
• You must receive/understand the intended message sent to you
• You should exert some control over the flow of the communication

Gravells and Simpson (2009, pp. 74-76) expand on these considerations under each category which have been summarised in the table below. These are a useful set of observations to be aware of when planning the delivery of a session, particularly when the content is quite in-depth and requires much presentation from the tutor rather than learner involvement. These also help to address issues arising from ambiguity and other such factors, which requires the teacher to be able to consider and view different perspectives when planning their delivery and associated materials.

Written	Verbal	Non-verbal
Keep sentences short and to the point; Don’t include too many facts or dates; Use visuals if possible; Keep your text logical and progressive; Use subject headings, underlining, bullets or bold type to emphasise points; Avoid slang words, abbreviations, symbols or too much jargon; Don’t cut out vowels; Proofread your work for spelling, grammar, punctuation, syntax; Ensure pronouns are correctly spelled; Check to see if anything could be misinterpreted; Ensure your text covers equality, differentiation and inclusiveness; Express numbers as words where appropriate; Don’t raise any questions which are left unanswered; Use Harvard referencing if you are including quotes from theorists.	Speak clearly and slowly when emphasising new or unusual words; Be conscious of your accent, pitch and tone; Be aware of your posture, gestures and body language; Know your subject and deliver it with interest; Introduce points in a logical order, avoiding ambiguity; Back up explanations with handouts and/or visuals; Emphasise key words and summarise key points regularly; Allow time for questions (from you and your learners); Use learners’ names; Listen to your learners and watch for their reactions; Recognise group dynamics, encourage shy learners and manage over-confident ones; Use active listening skills; Use open questioning techniques; Give constructive and positive feedback.	Dress appropriately, act professionally and confidently; Be aware of your posture, gestures and body language; Use eye contact; Position yourself so that all your learners can see you; Don’t fiddle with things; Don’t fold your arms or keep your hands in your pockets; Observe your learners’ reactions and their body language, and react to these.

In addition to the above, care must be taken to ensure that there is a friendly yet professional relationship between the teacher and learners, and that the teacher is informed (or is able to otherwise identify) of any learning difficulties or personal issues that their learners may be suffering. The teacher must also be aware of any personal issues that they may be experiencing, and address these through appropriate channels where possible.

The teacher should be approachable so that learners are able to confide in them with any matters that may be affecting their performance in the session, although the teacher must never allow themselves to attempt to give any advice on the matter where professional input from appropriate medical personnel may be required. The teacher can also encourage learner participation through the use of negotiation and inclusion techniques to minimise the risk of attitudinal issues from learners arising from a deficiency (or feeling of a deficiency) of involvement and inclusion.

The teacher must also carefully consider any language and terminology used in the session, and apply the appropriate considerations in the table above if more complex language and terminology must be used. Explanations and methods such as posters detailing explanations of terminology and jargon may also be incorporated into the session, and learners could be encouraged to make such posters themselves as a session activity to aid learning.

The responsibilities of the teacher also include addressing environmental barriers where possible. For example, if significant background noise exists from heating/cooling equipment, the teacher may be able to request an alternative method of providing this – for example, electric element heaters in place of a noisy ducted system, while ensuring that temperature and comfort levels within the learning environment may be maintained.

Unnecessary technology may be switched off or removed from the learning environment so that it no longer creates a distraction, while outdated or poor quality technology may be upgraded or replaced to address the problems associated with speed or quality. To deal with noise from passing learners in outside corridors, notices and appropriate policies may be put in place to identify 'quiet zones' in a building and request that these learners show respect to others.

External environmental barriers can pose a greater problem, and if these are permanent may only be addressed by relocating the learning environment to premises away from the source of the noise, or by adding soundproofing to the room itself.

However, some barriers must be resolved by the learners themselves, and cannot be resolved by the teacher, although some allowances may be made in terms of additional time to complete work, or bringing in additional support in the form of an assistant tutor or learning assistant.

Learners must be aware or be made aware of any personal issues, and be encouraged to seek appropriate help where necessary. They must also be prepared to work with the teacher to improve any issues that do arise. Where dissatisfaction or motiviation issues arise, the learner must attempt to make their issues known to the teacher (in addition to the teacher being aware and watching for such issues in the class itself) by maintaining communication from their own perspective.

The teacher must also attempt to work with learners to reduce and ideally resolve any language or cultural barriers that may arise in the learning environment, and can do so through compromise and mutual understanding in the language used and explanations given, particularly by avoiding slang and culture-specific language or terminology. This can be reinforced by the teacher giving summarisations of information delivered at regular intervals to give learners the opportunity to revisit material and aid their understanding.

Additional support may be required to aid learners with learning difficulties or disabilities, such as reproduction of materials and handouts in Braille, large print or audio formats, and appropriate use of learning assistants and technology to ensure that all learners can access and understand the material provided.

Blair (2009) defines a process that can be utilised to ensure that appropriate understanding is maximised, while ambiguity and misunderstanding are minimised and ideally eliminated. Blair states that this can be achieved by observing three rules which are detailed in the table below.

Rule 1: PLAY BACK for confirmation

• Method You say "let me see if I have understood correctly, you are saying that ..." and you rephrase what the speaker said.
• Evidence of understanding If this "play back" version is acknowledged as being correct by the original speaker, then you have a greater degree of confidence in you own understanding. For any viewpoint/message/decision, there should be a clear, concise and verified statement of what was said; without this someone will get it wrong.

Rule 2: WRITE BACK for confidence

• Method Write it down and send it to everyone involved as a double check. Each recipient should be asked to clarify whether this appears to be correct, and can help to highlight defects/omissions to the person writing it down. It also forms a statement of the accepted position provides a spring board from which to proceed.
• Evidence Acknowledgement from all parties of accuracy of written statement increases confidence in understanding and provides a document that all can refer back to for later clarification.

Rule 3: GIVE BACKground for context

• Method When speaking yourself, you can often counter for possible problems by adding information, and so providing a broader context in which your words can be understood. When others are speaking, you should deliberately ask questions yourself to establish the context in which they are thinking. When others are speaking, you should deliberately ask questions yourself to establish the context in which they are thinking.
• Evidence There is less scope for alternative interpretations since fewer are consistent with the broad range of information provided.

In Summary

Communication can be defined as the process of exchanging information from one entity to another in such a way that both parties can understand and correctly interpret the message or information conveyed in a mutually understandable format or language. This can consist of any one of, or a combination of speech, symbols, writing or behaviour.

This consists of three main categories; verbal, non-verbal and written. Each of these categories has its own methods and attributes, for example verbal communication is primarily consists of speaking and listening, written communication consists of text-based documents and images, and non-verbal communication includes aspects such as style of dress, facial expressions and other such factors.

When communicating, barriers can arise that will impede or damage communication channels, either making communication difficult, awkward or simply impossible. These must be resolved, as without the appropriate and effective communication channels, teaching and learning can simply not occur. The barriers can be identified as occurring from a number of different areas, such as the transmission of the communication (the teacher), the receiver (the learner) and the learning environment itself.

The barriers can be resolved through the application of different teaching and learning techniques, such as negotiation and inclusion and through the careful management of the learning environment. Health observations must also be applied and appropriate expertise sought when required to ensure that communication is not impeded by ongoing health issues on behalf of either teacher or learner. Barriers can also be avoided through careful session and course planning, and appropriate preparation before the session or course commences.

Referencing this article? Copy and paste the text below!

Price, J. [Teesside Silversmith] (2009) Communication in the Learning Environment [Online] Available: http://www.teessidesilversmith.com/resources/html/communication.php Accessed: 19/05/2012

Bibliography/References

• Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. Italy: G Canale & C.
• Gravells, A. & Simpson, S. (2009) Planning and Enabling Learning in the Lifelong Learning Sector. Glasgow: Bell & Bain Ltd.
• Answers Corporation (2009) Communication: Definition, Synonyms [Online] Available: http://www.answers.com/topic/communication Accessed: 16/11/2009
• Blair, G. (2009) Conversation as Communication [Online] Available: http://www.see.ed.ac.uk/~gerard/Management/art7.html Accessed: 16/11/2009
• Palo Alto Medical Foundation [PAMF] (2009) Learning and Communication Differences [Online] Available: http://www.pamf.org/teen/health/diseases/learning.html Accessed: 16/11/2009
• Graham, E. (2005) Barriers to Effective Communication [Online] Available: http://www.rsc-ne-scotland.ac.uk/ie/Who%20Am%20I%203/Who%20Am%20I%203-590.htm Accessed: 16/11/2009