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A framework for improved classroom communication in the South African schooling context
The way in which information is conveyed should contribute positively to learners' overall learning experience and development. Knowledge transfer is a communication activity in the classroom and should therefore be effective. In the study reported in this article, an exploratory mixed method a...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Elsevier
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7969340/ https://www.ncbi.nlm.nih.gov/pubmed/33748466 http://dx.doi.org/10.1016/j.heliyon.2021.e06382 |
_version_ | 1783666225466834944 |
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author | Fredericks, Brenton Alexander, Gregory |
author_facet | Fredericks, Brenton Alexander, Gregory |
author_sort | Fredericks, Brenton |
collection | PubMed |
description | The way in which information is conveyed should contribute positively to learners' overall learning experience and development. Knowledge transfer is a communication activity in the classroom and should therefore be effective. In the study reported in this article, an exploratory mixed method approach was applied to collect data regarding educators' perceptions of communication in South African schools. The results reveal the ways in which effective communication improves learner achievement, and conversely, how ineffective communication leads to a communication breakdown, misunderstanding and poor learner achievement. An educator communication framework is proposed to improve classroom communication in South African schools. |
format | Online Article Text |
id | pubmed-7969340 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Elsevier |
record_format | MEDLINE/PubMed |
spelling | pubmed-79693402021-03-19 A framework for improved classroom communication in the South African schooling context Fredericks, Brenton Alexander, Gregory Heliyon Research Article The way in which information is conveyed should contribute positively to learners' overall learning experience and development. Knowledge transfer is a communication activity in the classroom and should therefore be effective. In the study reported in this article, an exploratory mixed method approach was applied to collect data regarding educators' perceptions of communication in South African schools. The results reveal the ways in which effective communication improves learner achievement, and conversely, how ineffective communication leads to a communication breakdown, misunderstanding and poor learner achievement. An educator communication framework is proposed to improve classroom communication in South African schools. Elsevier 2021-03-08 /pmc/articles/PMC7969340/ /pubmed/33748466 http://dx.doi.org/10.1016/j.heliyon.2021.e06382 Text en © 2021 The Authors. Published by Elsevier Ltd. http://creativecommons.org/licenses/by/4.0/ This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Research Article Fredericks, Brenton Alexander, Gregory A framework for improved classroom communication in the South African schooling context |
title | A framework for improved classroom communication in the South African schooling context |
title_full | A framework for improved classroom communication in the South African schooling context |
title_fullStr | A framework for improved classroom communication in the South African schooling context |
title_full_unstemmed | A framework for improved classroom communication in the South African schooling context |
title_short | A framework for improved classroom communication in the South African schooling context |
title_sort | framework for improved classroom communication in the south african schooling context |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7969340/ https://www.ncbi.nlm.nih.gov/pubmed/33748466 http://dx.doi.org/10.1016/j.heliyon.2021.e06382 |
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