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Linear transmission model [9] Linear transmission models describe communication as a one-way process. In it, a sender intentionally conveys a message to a receiver. The reception of the message is the endpoint of this process. Since there is no feedback loop, the sender may not know whether the message reached its intended destination.
The source–message–channel–receiver model is a linear transmission model of communication. It is also referred to as the sender–message–channel–receiver model, the SMCR model, and Berlo's model. It was first published by David Berlo in his 1960 book The Process of Communication.
The Shannon–Weaver model is one of the earliest models of communication. [2] [3] [4] It was initially published by Claude Shannon in his 1948 paper "A Mathematical Theory of Communication". [5] The model was further developed together with Warren Weaver in their co-authored 1949 book The Mathematical Theory of Communication.
This model views education as a specific body of knowledge that is transmitted from the teacher to the student. It emphasizes teacher-centric learning where students are passive absorbers of information and that the purpose of learning is memorization of facts. [4] The transmission model is most often used in university settings as lectures.
Transaction models also hold that meaning is produced during communication and does not exist independently of it. [27] Lasswell's model of communication, which is based on five questions corresponding to five basic components. All the early models, developed in the middle of the 20th century, are linear transmission models.
In this manner, it is often also referred to as cultural transmission where it is a mechanism of iterated learning. Common processes would include imitation or teaching. The model purports that present learners acquire the cultural behaviour, that is language in this instance by observing similar behaviours in others who acquired the language ...
The Felder Silverman Learning Style Model (FSLSM) is a type of learning styles based on a two-step process, where the individual first receives the information through an internal or external mean and then processes it. [32] Felder and Silverman discovered five areas that affected learning: [33] Active/Reflective; Visual/Verbal; Sensing/Intuition
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know to acquire more knowledge. [ 1 ]