This article represents a theoretical approach to the elements of the didactic communication process. Our theoretical plea will open with the distinction between educational communication and didactic communication. Then, following the line of analysis drawn by the classical theories of communication, we will present some interdisciplinary approaches to the elements of the didactic communication process: the teacher and the student in their double capacity of transmitters and receivers, the pedagogical message transmitted in the traditional or virtual classroom, the feedback and the specific features of the context of this type of communication. Our theoretical analysis restates the need for analysis and understanding of didactic communication by all actors involved, considering that the quality of didactic communication directly influences the quality of teaching – learning – evaluation in the educational system.
