|
|
 Ratings
|
|
|
| Reviewed: |
Apr 01, 2011 by Business Editorial Board |
| Overview: |
This is an interactive model illustrating the communication process in marketing communications. It is based on the Shannon-Weaver components of communication. This site presents the basic model of communication, along with contextual elements that might affect the process. Concepts covered include: channel, message, source, receiver, encoding, decoding, interference, feedback, social-psychological context, temporal context, cultural context, and physical context. The model is represented graphically. Each component of the model represents a link that the student can click on. The link activates a pop-up window that reviews the definition of the concept and provides examples. The pop-up window includes text; however, a voice-over is also activated so that the student can hear the speaker describe the concept and provide examples. 'Stop' and 'play' buttons allow the student to replay key information, and a 'back' button allows the student to return back to the model. |
| Learning Goals: |
The implied goal of the site is for the student to be able to define and understand the components of the communication process, and be able to describe the relationships between the different components of the process. The purpose of this interactive tool is for the learner to become familiar with all the phases of the model and to understand outside influences that can affect the clear transmission of the communicated message. |
| Target Student Population: |
This tool should be targeted to high school students or first and second year undergraduate students in an introductory marketing class. |
| Prerequisite Knowledge or Skills: |
None required. |
| Type of Material: |
Animation |
| Recommended Uses: |
This model could be used in an online course as either an introduction to the communication process or a quick review. Likewise, students in a F2F or hybrid course could be assigned this material as a precursor to a class lecture on communication. |
| Technical Requirements: |
An Internet browser (e.g., Explorer or Firefox) and Adobe Flash Player are required. Speakers are necessary so that the student can hear the voice-over. |
|
|
|
| Strengths: |
The site provides clear definitions for each concept, and the material can be grasped quickly. Some interesting examples are provided, such as the "8:00 a.m. stupor" used to illustrate the effects of the temporal context on the communication process. When appropriate, the work of specific theorists is cited. This interactive model visually summarizes the model very well. |
| Concerns: |
The content quality is fairly basic. Some examples are specific to the developer's university; although they are easy enough to understand, broader-based examples might have more appeal to a broader-based audience. I would prefer fewer personal examples from the creator’s own life in the audio files. However, this may be fine for the high school target group where the student often has a chance to get to know their teacher very well. |
|
|
Potential Effectiveness as a Teaching Tool |
Rating:     |
|
| Strengths: |
If the students follow the circular path of the model, concepts are built upon progressively. Students could learn about the communication model in a short time; moreover, they should be able to grasp a basic understanding of the model in that time. It would be relatively easy to develop homework assignments based on this model. |
| Concerns: |
Learning objectives are not identified, although they are easy to discern. More time could be spent exploring the relationships between the different components of the model. If students do not follow the circular path of the model, it is less likely that they will view the concepts in a progressive manner. Students should be assigned additional activities to bring home the ideas presented in the model. |
|
|
Ease of Use for Both Students and Faculty |
| Rating: |
|
| Strengths: |
The site is very simple to use. All links work properly, with the graphics and audio loading quickly and easily. Thanks to the pop-ups, students will never have to leave the original site. |
| Concerns: |
Although ease of use is high, the proper order of concepts is not necessarily clear. Graphics are somewhat simplistic and could be more appealing visually. |
|
|
