Mapping the terrain and the talk: a conceptualised model of patterns of communication and their SWOT in educational groups

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Background The patterns of group communication determine the way of learning, being involved, and knowledge building among students. The SWOT analysis, as an explanatory framework of the processes of learning, being involved, and building knowledge among students, is under-theorised in educational communication research in relation to the patterns of group communication. Purpose This paper, based on a theoretical framework that includes SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis, was used to analyse group dynamics in the educational setting through archetypal patterns of group communication: Maypole, Round Robin, Hot Seat, and Free-Floating. Procedure The framework was synthesised from literature across various disciplines and was informed by focus group discussions with 28 male undergraduate students from three selected institutions in Delta State, Nigeria. The qualitative data were presented to empirically illustrate and modify the proposed conceptual framework, rather than testing it, and were analysed using thematic analysis. Findings Communication patterns act as structuring forces between individual agencies (Social Exchange Theory) and social structure (Social Identity Theory). The Maypole pattern concentrates on power and risks groupthink, whereas the Round Robin and Free-Floating patterns encourage equal participation and learning. Certain patterns strengthen and improve opportunities and diminish weaknesses and threats. Contribution The article has a role in communication theory as it discusses the agency-structure dilemma in learning institutions and offers the teacher a diagnostic tool to strategically choose and apply patterns of communication in order to maximise learning. Empirical testing is provided with formal propositions.

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