AN INTEGRATED COMMUNICATION MODEL FOR ENHANCING ENGAGEMENT, COMPREHENSION, AND COLLABORATION IN ENGINEERING CLASSROOMS

Abstract

This study proposes an integrated communication model designed to enhance engagement, comprehension, and collaboration in engineering classrooms. Traditional classroom communication in India continues to be dominated by linear, instructor-centred delivery, limiting opportunities for interaction, critical thinking, and shared knowledge construction. Drawing from educational, transactional, and cooperative communication theories, this research develops and evaluates a triadic communication model that systematically sequences teacher-led explanation, dialogic interaction, and peer-driven collaborative learning.

A mixed-method quasi-experimental design was adopted involving 60 first-year engineering students divided into control and experimental groups. Quantitative findings revealed significant improvements in engagement (+40%), comprehension (+39%), and collaboration (+50%) among the experimental group exposed to the integrated model. Qualitative reflections further indicated increased confidence, clarity in understanding, peer support, and reduced communication anxiety. The results demonstrate that communication in education is most effective when instructional clarity, dialogic processing, and cooperative learning operate as a continuous pedagogical cycle.

The proposed model offers a scalable, context-sensitive approach for engineering educators seeking to align teaching practices with NEP-2020 and Outcome-Based Education norms. It positions communication not merely as a channel for content delivery but as a transformative pedagogical process that constructs knowledge, fosters teamwork, and prepares learners for professional communication demands.