Modelling and analysis of the classroom communication barriers using ISM: an Indian teacher's perspective Online publication date: Tue, 05-Jul-2022
by Swati Jain; Puneeta Ajmera; Vineet Jain
International Journal of Knowledge and Learning (IJKL), Vol. 15, No. 3, 2022
Abstract: Communication is an essential component of the educational system and its effectiveness is one of the elements that determine how far the desired results can be reached. Effective communication is not always free of impediments. There are a variety of variables related to the tutor, learners and educational environment that act as obstacles to and reduce the effectiveness of class communication. The aim of the present study is to identify the key barriers that affect classroom communication. The barriers that influence classroom communication have been analysed by the 'interpretive structural modelling' (ISM) methodology. MICMAC analysis analyses the driving and dependence power of barriers. The outcome reveals that 'unfitting knowledge and abilities, feedback and technology' are at the top level barriers. A comprehensive model of the relationship between these barriers has been established in this research so that classroom communication can be improved.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Knowledge and Learning (IJKL):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook