5 Ways Multimodal Communication Leads to Deeper Learning
Using multiple modes activates the brain and prepares students for real-world success
What happens when students write, speak, visualize, and build with technology—all in the same course? In Communication-Intensive (C-I) classrooms, students aren’t just communicating more often—they’re communicating in more ways. And when done with intention, this multimodal approach doesn’t just make them better communicators. It makes them better learners.
1. Multiple modes activate multiple neural pathways
According to cognitive neuroscientist Janet Zadina’s multiple pathways framework, learning is more likely to stick when we engage more than one part of the brain.
This model seeks to make the complex research in neuroscience accessible to teachers by describing the “pathways” involved in learning. When students use different pathways, i.e., different modes—writing an analysis, then presenting it visually or aloud—there is a “synergistic effect” where “learning multiple pathways of compensation will create a synergy, with the whole greater than the sum of its parts.1 This approach to learning increases retention and deepens understanding.
In short, the way we ask students to communicate can literally shape how they learn.
2. Real-world communication is multimodal
C-I teachers often say that using multiple modes puts students in a more realistic position: one where they must think deeply about how audience, purpose, and context shape communication.
Let’s be honest—how often do we communicate using just one mode?
Scripts precede presentations.
Presentations include slides.
Slides include visuals and data.
All of it must be tailored to a specific audience and purpose.
That’s why C-I courses are typically certified in at least two communication modes—written, spoken, visual, and/or technological. These combinations complement one another and create richer opportunities for students to engage with content, express ideas, and grow professionally.
3. Teaching communication in the discipline
Students learn communication skills best when they’re practicing them inside their field of study.
Let’s compare:
General writing course
✔ Teaches transferable writing principles
✘ May feel disconnected from a student’s major
C-I course in the major
✔ Teaches communication and deepens disciplinary understanding
✔ Feels meaningful and career-relevant
✔ Prepares students to use communication as a tool for thinking
An education major writing a lesson plan isn’t just checking a writing box. They’re learning how to think and communicate like a teacher.
When communication skills are practiced in context, students don’t just become better writers or speakers—they become better learners. They transfer and apply knowledge more easily, and they internalize disciplinary norms before they enter the workforce.
4. Communication skill development without additional credit hours
Yes, we want students to be strong communicators. But adding a series of standalone communication courses to every student’s degree plan? Not so practical. Why?
It’s costly for students.
It’s resource-intensive for institutions.
It requires trade-offs with core disciplinary content.
C-I courses offer a smart solution: students practice communication in the context of what they’re already learning. It’s efficient, it’s scalable, and it’s pedagogically sound.
5. Communication is the bridge to higher-order learning
Students don’t just learn communication skills—they use communication to access higher-level thinking.
By articulating their understanding in different ways, students move beyond rote memorization into:
Critical thinking
Synthesis
Audience awareness
Problem-solving
Reflection
And perhaps most importantly, they learn how to navigate failure and iteration—skills that are key to both academic growth and professional success.
Embedding communication skill training in our courses can be challenging but also really fun. Teaching different modes of communication can deepen student learning. When students use multiple modes to explore, express, and reflect, they not only learn better—they also communicate better, think better, and adapt better to the demands of the world around them.
Multimodal communication isn’t just a teaching strategy—it’s a gateway to deeper learning, more meaningful engagement, and long-term student success.
What do you think?
Are you using multiple modes in your teaching? How are students responding? Leave a comment or reply to share your experience—we’d love to hear from you!
Janet Zadina, Multiple Pathways to the Student Brain: Energizing and Enhancing Instruction (Jossey-Bass, 2010), 4.