Schematizing and Theorizing the Link Between Instruction and Communication

Abstract

This study examined how instruction (teaching-learning) and communication are linked using Reflective Research Methodology that involved schematizing, theorizing, validating schemas, or mental models guided by a Dual Ladder of Inference Framework. This study elucidated instruction (teaching-learning process), identified communication and learning theories, and highlighted the key indicators that link instruction and communication in an intertwined fashion. As gleaned from the Literature review, the types of Instructional Communication studies have remained the same for decades. There is a need for a unified view of Instructional Communication and the need to advance its theory and model. There is a prevailing view of communication as a vital part of instruction, but some scholarly works view instruction as communication. Instruction and communication are two different terms. However, under rigorous scrutiny, instruction visibly occurs as communication that results in learning. This study involved schematizing, theorizing, and validating schemas or mental models guided by a Dual Ladder of Inference Framework within its Reflective Research Methodology. This study presents a methodological approach to theory and model building that hinges on the Ladder of Inference, a Systems Thinking approach that requires iterative research validation of Mental Models or schemas, beliefs, and assumptions. This study has ontological and epistemological values to the field of Instructional Communication. As part of its major outcomes, this study suggests that Instructional Communication must be viewed from its planning phase (design) to its implementation phase, assessment, and evaluation phase. The alignment of all instructional elements is key in evaluating the impacts and effectiveness of instructional communication. This study offers insights valuable to face-to-face (on-site) and online (synchronous and asynchronous) instructions. Sparked by the schema, Instruction = Communication, this study offers an enhanced general model of Instructional Communication, Instruction = Communication -> Learning. In addition, an enhanced theory, definition, and a holistic Instructional Communication Model are proposed.