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structural communication
Structural communication was developed in the 1960s by John G. Bennett and his research team to simulate the structure and quality of a small group tutorial through automated means. It provides access to high level learning for many students without much supervision. A communication consists of both information and structure. An effective two-way communication involves mutual verification of understanding through comparisons of structure. In structural communication, information is provided that participants have to organize in explicit ways.
Structural Communication is an instructional approach that provides a simulated dialogue between an author of instructional materials and the students. It has been called "an interactive technique for communicating understanding".〔Egan, K. (1976). Structural Communication. Belmont, CA: Fearon Publishers.〕 Understanding is "inferred if a student shows the ability to use knowledge appropriately in different contexts, and to organize knowledge elements in accordance with specified organizing principles" (Egan, 1972,〔Egan, K. (1972). Structural Communication: a new contribution to pedagogy. Programmed Learning and Educational Technology, 9(2), 63-78〕 p. 66). The technique was designed to encourage creative thinking in learners, allowing them to develop an understanding of a topic, not simply to memorize facts. Furthermore, Structural Communication was designed to promote learning for social action. "Hodgson, in line with many current constructivists, viewed the social contexts of the learning activity to be critical for the transfer of learning to practical situations".〔 The distinctions between the learning of knowledge and the learning for social action are evident in the components Bennett and Hodgson designed into the Structural Communication technique. The seven components of a Structural Communication unit are described below.
==Components==
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