Research Article
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Can Dialogic Narratives and Discourse Engage Online Learners?

Year 2023, Volume: 10 Issue: 5, 1 - 18, 01.09.2023
https://doi.org/10.17275/per.23.72.10.5

Abstract

This research gathered data from eight online courses to assess if dialogic narratives improved student interactions and retention in those courses. The framework was based on Bakhtin’s theory of dialogism grounded in the semiotic concepts of dialogic narratives (Bakhtin, 1931, 1985, 1986). Dialogic narratives were encouraged in all eight of the online courses to encourage and enlist discussions and nurture students individually and as communities of learners. The research question posed was: Can dialogic narratives be included in course discussion links of online courses, and if so, could they promote deeper engagement of online learners? The study reviewed eight undergraduate online classes of 113 students at a large university that implemented dialogic narratives over course of two years, through spring of 2019, to see if students could engage, actively participate, and complete these courses. The theoretical context or the study utilized a semiotic theoretical framework to demonstrate if and how dialogic narratives conveyed contextual information, elements of semiotic online course design, and focused on socio-cultural practices, to study how these factors could affect student learning. Using a Bakhtinian analysis, the semiotic enhancements of dialogic narratives were reviewed in each of the eight online courses and learner interactions observed and documented. The results were surprising: in all eight courses the semiotic enhancements were found to be interactive and effective. Dialogic narratives helped students to participate more actively in their online courses than simply responding to assigned discussions. The findings also revealed high completion rates for students enrolled in those online courses.

Supporting Institution

None

References

  • Ahn, J., Campos F., Hays, M., & DiGiacomo, D. (2019). Designing in context: Reaching beyond usability in learning analytics dashboard design. Journal of Learning Analytics 6(2), pp 70-pp. 85. http://dx.doi.org/10.18608/jla.2019.62.5
  • Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States (ED541571). Retrieved from https://eric.ed.gov/?id=ED541571
  • Bakhtin, M. (1986). Speech genres and other late essays. University of Texas. ISBN 9978-0-292-77560-2
  • Bakhtin, M. (1935, 1981). The dialogic imagination. University of Texas Press. ISBN0292715277
  • Bal, M., & Van Boheemen, C. (2009). Narratology: Introduction to the theory of narrative. University of Toronto.
  • Betts, K. (2008). Online human touch (OHT) instruction and programming: A conceptual framework to increase student engagement and retention in online education, Part 1. MERLOT Journal of Online Learning and Teaching, 4(3), pp 399-pp. 418.
  • Boston, W. E., Ice, P., Gibson, A. M. (2010). Comprehensive assessment of student retention in online learning environments. Online Journal of Distance Learning Administration, 14, 9(1). (EJ921846)
  • Bou Franch, P. (December 2012). Multimodal discourse strategies of factuality and subjectivity in educational digital storytelling. Digital Education Review (1), pp 80-pp. 91.
  • Britsch, S. (2020). Nosotras no empezamos a hacer eso": A social semiotic view of a sheltered science investigation. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54, n2, pp 310-pp. 347.
  • Brown, A. H., Green, T. (2009 December). Time students spend reading threaded discussions in online graduate courses requiring asynchronous participation. International Review of Research in Open and Distributed Learning (IRRODL), vol 10, no. 6, pp 51-pp. 64.
  • Bustamante, J. College dropout rates. (2019). Education Data Organization. Retrieved from https://educationdata.org/college-dropout-rates
  • Carey, J. W. (2008). Communication as culture: Essays on media and society. NY: Taylor and Francis. ISBN 10: 0415989760
  • Cheung, W. S., Hew, K. F., & Ng, C. L. (2008). Toward an understanding of why students contribute in asynchronous online discussions. Journal Of Educational Computing Research, 38(1), pp 29-pp. 50.
  • Colorado Department of Education. (n.d.). Summer slide and the importance of reading over the summer. Https://www.cde.state.co.us/cdelib/summerslide
  • Crawford, C., Gannon Cook, R. (2011). Culturally significant signs, symbols, and philosophical belief systems within e-learning environments. In Cases on globalized and culturally accessible e-learning: Challenges and solutions. A. Edmundson, (Ed.). eWorld Learning, USA, pp 44-pp.72.
  • Danesi, M. (2015). Advertising discourse. In K. Tracy (Ed.), The international encyclopedia of language and social interaction. Wiley. http://search.credoreference.com/conte nt/e ntry/wileylasi/advertising_discourse
  • Deely, J., & Semetsky, I. (2017). Semiotics, edusemiotics and the culture of education. Educational Philosophy & Theory, 49(3), pp 207-pp. 219.
  • Eetu, P. (2011, December). The semiotics of education: A new vision in an old landscape. Educational Philosophy and Theory, 43(10), pp 1135-pp. 1144.
  • Erstad, O., & Wertsch, J. V. (2008). Tales of mediation: Narrative and digital media as cultural tools. In Digital storytelling, mediatized stories, Knut Lundby, ed. NY: Peter Lang.
  • ISBN-13: 978-1433102738
  • Fisher, K. (2005). Research into identifying effective learning environment. Evaluating quality in educational facilities. Rubida Research, Au. Retrieved from https://www.researchgate.net/publication/237330886
  • Gannon-Cook, R. (2016). Sins of omission – The search for missing signs by abandoned e-learners. In N. Rushby & D. Surry, (Eds.), Wiley Handbook of Learning Technology, pp 301-pp. 326. Wiley. DOI:10.1002/9781118736494
  • Gannon-Cook, R. (2011). Lessons learned from semiotics: Social and cultural landmarks for transformative elearning. In G. Kurubacak and T. Volkan Yuzer, (Eds.), Handbook of research on transformative online education and Liberation: Models for social equality, IGI Global, pp 352-pp. 359. ISBN: 978160900464
  • Gannon-Cook, R., Ley, K. (2020) Engaging learners with semiotics: Lessons learned from reading the signs. Brill/Sense. DOI: https://doi.org/10.1163/9789004399792
  • Gannon-Cook, R., Sutton, R. (2013). Administrators' assessments of online courses and student retention in higher education: Lessons learned. Siran Mukerji, Arun Tripathi, (Eds.), in The Handbook of Research on Transnational Higher Education Management. IGI Global. DOI: 10.4018/978-1-4666-4458-8.ch008
  • Heinrich, C. J., Darling Aduana, J. (February 2020). Does online course-taking increase high school completion and open pathways to postsecondary education opportunities? Online course-taking pathways to postsecondary education. Annenberg Institute for School Reform at Brown University. Retrieved from https://www.edworkingpapers.com/ai1, pp9-pp. 47.
  • Hyder, N, Gilliam, J. (January 2015). How mentors can improve online graduate student attrition rates. Elearning Magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=2724693
  • Jeffrey, L., Bronwyn H, Oriel K., Penman, M. Coburn, D., and McDonald, J. (2011). Developing digital information literacy in higher education: Obstacles and supports. Journal of Information Technology Education, 10, pp 383-pp. 413.
  • Jones, J. (2016 January 9). How to count student discussion posts. CommunityCanvas.com Retrieved from https://community.canvaslms.com/t5/Developers-Group/How-to-Count-Student- Discussion-Posts/ba-p/273466
  • Joosten, T., Cusatis, R. (December 2019). A cross-institutional study of instructional
  • characteristics and student outcomes: Are quality indicators of online courses able to
  • predict student success? Online Learning Journal – Volume 23 Issue 4, pp 354-pp. 378.
  • Juzwik, M., Nystrand, M., Kelly, S., & Sherry, M. B. (December 2008). Oral narrative genres as dialogic resources for classroom literature study: A contextualized case study of conversational narrative discussion. American Educational Research Journal. 45, 4, pp 1111- pp.1154.
  • Kuhfeld, M. (2019). Surprising new evidence on summer learning loss. Phi Delta Kappan, 101(1), pp 25-pp. 29.
  • Kuhfeld, M. & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. NWEA. Retrieved from https://www.nwea.org/research/publication/the-covid-19-slide-what-summer-learning-loss-can-tell-us-about-the-potential-impact-of-school-closures-on-student-academic-achievement/
  • Kuhfeld, M., Condron, D., & Downey, D. (2019). When does inequality grow? A seasonal analysis of racial/ethnic disparities in learning in kindergarten through eighth grade. The collaborative for student growth. NWEA Working Paper. Retrieved from https://www.nwea.org/content/uploads/2020/03/workingpaper-when-does-inequality-grow-2019.pdf
  • Kurtz, H. (2020, April 10). National survey tracks impact of coronavirus on schools: 10 key findings. Education Week. Retrieved from https://www.edweek.org/ew/articles/2020/04/10/national-survey-tracks-impact-of- coronavirus-on.html
  • Labov, W. (1972). Language in the inner city. Philadelphia: University of Pennsylvania Press.
  • Lederman, D. (2013). Study finds some groups fare worse than others in online courses: Who benefits from online ed? Inside Higher Ed. Retrieved from Retrieved from http://www.insidehighered.com/news/2013/02/25/study-finds-some-groups-fare-worse- others-online-courses
  • Lieberman, M. (March 27, 2019), Discussion Boards: Valuable? Overused? Discuss. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2019/03/27/new- approaches-discussion-boards-aim-dynamic-online-learning
  • Liebowitz, D. S., Porter, L. (July 2020). Descriptive evidence on school leaders' prior professional experiences and instructional effectiveness. Working Paper No. 20-260. Annenberg Brown University Working papers. Retrieved from https://www.edworkingpapers.com/sites/default/files/ai20-260.pdf
  • Lorenzetti, J. P. (2010, September). Is there too much interaction in your courses? Distance Education Report. 14(17), pp 1-pp. 8. Retrieved from https://www.facultyfocus.com/articles/online-education/online-student-engagement/is-there-too-much-interaction-in-your-online-courses/
  • Martyn, M. (2016). Using interaction in online discussion boards. Educause. Retrieved from Retrieved from https://er.educause.edu/articles/2005/1/using-interaction-in-online-discussion-boards
  • Massey, D. S., Bartley, K. (2005). The changing legal status distribution of immigrants: A caution. Sage. Retrieved from https://doi.org/10.1111/j.1747-7379.2005.tb00274.x
  • Massey, D., Charles, C., Lundy, G., & Fischer, M. (2003). The source of the river: Social origins of freshmen at America’s selective colleges and universities. Princeton, NJ: Princeton University Press. ISBN:9780691125978
  • McLuhan, M. (1968) War and peace in the global village. Bantam.
  • McLuhan, M. (1976). The medium is the messenger. McGraw-Hill.
  • Merriam-Webster.com (n.d.) Definition of silo. Retrieved from https://www.merriam-webster.com/dictionary/silo
  • National Center for Education Statistics, U.S. Department of Education. (2019). The Condition of Education 2019, Status Dropout Rates. NCES 2019-144. Retrieved from https://nces.ed.gov/programs/coe/indicator_coj.asp
  • Park, J., & Choi, H.J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), pp 207-pp. 217.
  • Park, C. L., Perry, B., & Edwards, M. (2011). Minimising attrition: strategies for assisting students who are at risk of withdrawal. Innovations in Education and Teaching International, 48(1), pp 37-pp. 47.
  • Paul, Annie Murphy. (2013). You’ll never learn, Slate Magazine. Retrieved from ,http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_ while_studying_divided_attention_and_technological_gadgets.html
  • Pennell, C. (2020). Summer school for middle school readers labelled as struggling: Lessons learned and pathways forward. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v93 n3, pp 141-pp.146. (EJ1253135)
  • Portacio, A. (December 2016). The power of discussion boards. University of San Francisco. Retrieved from https://usfblogs.usfca.edu/usfid/2016/12/12/the-power-of-discussion- boards/#.X2PNtYt7nIW
  • Reed, Y. (2012, May). Critical pedagogic analysis: An alternative to user feedback for (re)designing distance learning materials for language teachers? English Teaching: Practice and Critique, 11(1), pp 60-pp. 81. http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1art4.pdf
  • Salvatore, S. and Venuleo, C. (2008). Understanding the role of emotion in sense-making. A semiotic psychoanalytic oriented perspective. Integrative Psychological and Behavioral Science, 42 (1), pp 32-pp. 36.
  • Smith Jaggars, S., and Xu, X. (April 2013). Predicting online student outcomes from a measure of course quality. Community College Research Center, Working Paper No. 578, pp 1-pp.33.
  • Stewart, T. T. (2010). A dialogic pedagogy: Looking to Mikhail Bakhtin for alternatives to standards period teaching practices. Critical Education, 1(6). Retrieved from https://doi.org/10.14288/ce.v1i6.182238)
  • Stockall, Nancy. (2013). Photo-elicitation and visual semiotics: A unique methodology for studying inclusion for children with disabilities. International Journal of Inclusive Education, 17(3), pp 310-pp. 328. https://doi.org/10.1080/13603116.2012.676090
  • Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, pp 295–pp. 312. https://doi.org/10.1016/0959-4752(94)90003-5.
  • Tochon, F. V. (1992). Presence beyond the narrative: Semiotic tools for deconstructing the personal story. Presentation at the American Educational Research Association, San Francisco, California. ERIC Document 347543
  • Vidmar, D. (2004, May). Student facilitation, self-assessment can improve threaded discus- sions. Online Classroom, pp. 1-2.
  • Wang, G., Foucar-Szocki, D, Griffen, O., O’Connor, C., & Sceiford, E. (2003). Departure, abandonment, and dropout of e-learning: Dilemma and solutions. James Madison University.
  • Woods, K., & Bliss, K. (2016). Facilitating successful online discussions. The Journal of Effective Teaching, Vol. 16, No.2, 2016, pp 76-pp. 92.
  • Xion, T.E. and Ching, L.Y. (2010, October). The perceptions and acceptance of students towards using social networking sites in teaching and learning. In J. Sanchez & K. Zhang (Eds.). Proceedings: World Conference on E-Learning in Corporate, Government, healthcare, and Higher Education, Orlando, FL, USA, pp.247-pp. 252. Chesapeake, VA: Association for the Advancement of Computing in Education.
  • Yukseltruk, E., & Inan, F. A. (2006). Examining the factors affecting student dropout in an online learning environment. ASHE-ERIC Higher Education Report. (ED 494 345).
Year 2023, Volume: 10 Issue: 5, 1 - 18, 01.09.2023
https://doi.org/10.17275/per.23.72.10.5

Abstract

References

  • Ahn, J., Campos F., Hays, M., & DiGiacomo, D. (2019). Designing in context: Reaching beyond usability in learning analytics dashboard design. Journal of Learning Analytics 6(2), pp 70-pp. 85. http://dx.doi.org/10.18608/jla.2019.62.5
  • Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States (ED541571). Retrieved from https://eric.ed.gov/?id=ED541571
  • Bakhtin, M. (1986). Speech genres and other late essays. University of Texas. ISBN 9978-0-292-77560-2
  • Bakhtin, M. (1935, 1981). The dialogic imagination. University of Texas Press. ISBN0292715277
  • Bal, M., & Van Boheemen, C. (2009). Narratology: Introduction to the theory of narrative. University of Toronto.
  • Betts, K. (2008). Online human touch (OHT) instruction and programming: A conceptual framework to increase student engagement and retention in online education, Part 1. MERLOT Journal of Online Learning and Teaching, 4(3), pp 399-pp. 418.
  • Boston, W. E., Ice, P., Gibson, A. M. (2010). Comprehensive assessment of student retention in online learning environments. Online Journal of Distance Learning Administration, 14, 9(1). (EJ921846)
  • Bou Franch, P. (December 2012). Multimodal discourse strategies of factuality and subjectivity in educational digital storytelling. Digital Education Review (1), pp 80-pp. 91.
  • Britsch, S. (2020). Nosotras no empezamos a hacer eso": A social semiotic view of a sheltered science investigation. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54, n2, pp 310-pp. 347.
  • Brown, A. H., Green, T. (2009 December). Time students spend reading threaded discussions in online graduate courses requiring asynchronous participation. International Review of Research in Open and Distributed Learning (IRRODL), vol 10, no. 6, pp 51-pp. 64.
  • Bustamante, J. College dropout rates. (2019). Education Data Organization. Retrieved from https://educationdata.org/college-dropout-rates
  • Carey, J. W. (2008). Communication as culture: Essays on media and society. NY: Taylor and Francis. ISBN 10: 0415989760
  • Cheung, W. S., Hew, K. F., & Ng, C. L. (2008). Toward an understanding of why students contribute in asynchronous online discussions. Journal Of Educational Computing Research, 38(1), pp 29-pp. 50.
  • Colorado Department of Education. (n.d.). Summer slide and the importance of reading over the summer. Https://www.cde.state.co.us/cdelib/summerslide
  • Crawford, C., Gannon Cook, R. (2011). Culturally significant signs, symbols, and philosophical belief systems within e-learning environments. In Cases on globalized and culturally accessible e-learning: Challenges and solutions. A. Edmundson, (Ed.). eWorld Learning, USA, pp 44-pp.72.
  • Danesi, M. (2015). Advertising discourse. In K. Tracy (Ed.), The international encyclopedia of language and social interaction. Wiley. http://search.credoreference.com/conte nt/e ntry/wileylasi/advertising_discourse
  • Deely, J., & Semetsky, I. (2017). Semiotics, edusemiotics and the culture of education. Educational Philosophy & Theory, 49(3), pp 207-pp. 219.
  • Eetu, P. (2011, December). The semiotics of education: A new vision in an old landscape. Educational Philosophy and Theory, 43(10), pp 1135-pp. 1144.
  • Erstad, O., & Wertsch, J. V. (2008). Tales of mediation: Narrative and digital media as cultural tools. In Digital storytelling, mediatized stories, Knut Lundby, ed. NY: Peter Lang.
  • ISBN-13: 978-1433102738
  • Fisher, K. (2005). Research into identifying effective learning environment. Evaluating quality in educational facilities. Rubida Research, Au. Retrieved from https://www.researchgate.net/publication/237330886
  • Gannon-Cook, R. (2016). Sins of omission – The search for missing signs by abandoned e-learners. In N. Rushby & D. Surry, (Eds.), Wiley Handbook of Learning Technology, pp 301-pp. 326. Wiley. DOI:10.1002/9781118736494
  • Gannon-Cook, R. (2011). Lessons learned from semiotics: Social and cultural landmarks for transformative elearning. In G. Kurubacak and T. Volkan Yuzer, (Eds.), Handbook of research on transformative online education and Liberation: Models for social equality, IGI Global, pp 352-pp. 359. ISBN: 978160900464
  • Gannon-Cook, R., Ley, K. (2020) Engaging learners with semiotics: Lessons learned from reading the signs. Brill/Sense. DOI: https://doi.org/10.1163/9789004399792
  • Gannon-Cook, R., Sutton, R. (2013). Administrators' assessments of online courses and student retention in higher education: Lessons learned. Siran Mukerji, Arun Tripathi, (Eds.), in The Handbook of Research on Transnational Higher Education Management. IGI Global. DOI: 10.4018/978-1-4666-4458-8.ch008
  • Heinrich, C. J., Darling Aduana, J. (February 2020). Does online course-taking increase high school completion and open pathways to postsecondary education opportunities? Online course-taking pathways to postsecondary education. Annenberg Institute for School Reform at Brown University. Retrieved from https://www.edworkingpapers.com/ai1, pp9-pp. 47.
  • Hyder, N, Gilliam, J. (January 2015). How mentors can improve online graduate student attrition rates. Elearning Magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=2724693
  • Jeffrey, L., Bronwyn H, Oriel K., Penman, M. Coburn, D., and McDonald, J. (2011). Developing digital information literacy in higher education: Obstacles and supports. Journal of Information Technology Education, 10, pp 383-pp. 413.
  • Jones, J. (2016 January 9). How to count student discussion posts. CommunityCanvas.com Retrieved from https://community.canvaslms.com/t5/Developers-Group/How-to-Count-Student- Discussion-Posts/ba-p/273466
  • Joosten, T., Cusatis, R. (December 2019). A cross-institutional study of instructional
  • characteristics and student outcomes: Are quality indicators of online courses able to
  • predict student success? Online Learning Journal – Volume 23 Issue 4, pp 354-pp. 378.
  • Juzwik, M., Nystrand, M., Kelly, S., & Sherry, M. B. (December 2008). Oral narrative genres as dialogic resources for classroom literature study: A contextualized case study of conversational narrative discussion. American Educational Research Journal. 45, 4, pp 1111- pp.1154.
  • Kuhfeld, M. (2019). Surprising new evidence on summer learning loss. Phi Delta Kappan, 101(1), pp 25-pp. 29.
  • Kuhfeld, M. & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. NWEA. Retrieved from https://www.nwea.org/research/publication/the-covid-19-slide-what-summer-learning-loss-can-tell-us-about-the-potential-impact-of-school-closures-on-student-academic-achievement/
  • Kuhfeld, M., Condron, D., & Downey, D. (2019). When does inequality grow? A seasonal analysis of racial/ethnic disparities in learning in kindergarten through eighth grade. The collaborative for student growth. NWEA Working Paper. Retrieved from https://www.nwea.org/content/uploads/2020/03/workingpaper-when-does-inequality-grow-2019.pdf
  • Kurtz, H. (2020, April 10). National survey tracks impact of coronavirus on schools: 10 key findings. Education Week. Retrieved from https://www.edweek.org/ew/articles/2020/04/10/national-survey-tracks-impact-of- coronavirus-on.html
  • Labov, W. (1972). Language in the inner city. Philadelphia: University of Pennsylvania Press.
  • Lederman, D. (2013). Study finds some groups fare worse than others in online courses: Who benefits from online ed? Inside Higher Ed. Retrieved from Retrieved from http://www.insidehighered.com/news/2013/02/25/study-finds-some-groups-fare-worse- others-online-courses
  • Lieberman, M. (March 27, 2019), Discussion Boards: Valuable? Overused? Discuss. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2019/03/27/new- approaches-discussion-boards-aim-dynamic-online-learning
  • Liebowitz, D. S., Porter, L. (July 2020). Descriptive evidence on school leaders' prior professional experiences and instructional effectiveness. Working Paper No. 20-260. Annenberg Brown University Working papers. Retrieved from https://www.edworkingpapers.com/sites/default/files/ai20-260.pdf
  • Lorenzetti, J. P. (2010, September). Is there too much interaction in your courses? Distance Education Report. 14(17), pp 1-pp. 8. Retrieved from https://www.facultyfocus.com/articles/online-education/online-student-engagement/is-there-too-much-interaction-in-your-online-courses/
  • Martyn, M. (2016). Using interaction in online discussion boards. Educause. Retrieved from Retrieved from https://er.educause.edu/articles/2005/1/using-interaction-in-online-discussion-boards
  • Massey, D. S., Bartley, K. (2005). The changing legal status distribution of immigrants: A caution. Sage. Retrieved from https://doi.org/10.1111/j.1747-7379.2005.tb00274.x
  • Massey, D., Charles, C., Lundy, G., & Fischer, M. (2003). The source of the river: Social origins of freshmen at America’s selective colleges and universities. Princeton, NJ: Princeton University Press. ISBN:9780691125978
  • McLuhan, M. (1968) War and peace in the global village. Bantam.
  • McLuhan, M. (1976). The medium is the messenger. McGraw-Hill.
  • Merriam-Webster.com (n.d.) Definition of silo. Retrieved from https://www.merriam-webster.com/dictionary/silo
  • National Center for Education Statistics, U.S. Department of Education. (2019). The Condition of Education 2019, Status Dropout Rates. NCES 2019-144. Retrieved from https://nces.ed.gov/programs/coe/indicator_coj.asp
  • Park, J., & Choi, H.J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), pp 207-pp. 217.
  • Park, C. L., Perry, B., & Edwards, M. (2011). Minimising attrition: strategies for assisting students who are at risk of withdrawal. Innovations in Education and Teaching International, 48(1), pp 37-pp. 47.
  • Paul, Annie Murphy. (2013). You’ll never learn, Slate Magazine. Retrieved from ,http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_ while_studying_divided_attention_and_technological_gadgets.html
  • Pennell, C. (2020). Summer school for middle school readers labelled as struggling: Lessons learned and pathways forward. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v93 n3, pp 141-pp.146. (EJ1253135)
  • Portacio, A. (December 2016). The power of discussion boards. University of San Francisco. Retrieved from https://usfblogs.usfca.edu/usfid/2016/12/12/the-power-of-discussion- boards/#.X2PNtYt7nIW
  • Reed, Y. (2012, May). Critical pedagogic analysis: An alternative to user feedback for (re)designing distance learning materials for language teachers? English Teaching: Practice and Critique, 11(1), pp 60-pp. 81. http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1art4.pdf
  • Salvatore, S. and Venuleo, C. (2008). Understanding the role of emotion in sense-making. A semiotic psychoanalytic oriented perspective. Integrative Psychological and Behavioral Science, 42 (1), pp 32-pp. 36.
  • Smith Jaggars, S., and Xu, X. (April 2013). Predicting online student outcomes from a measure of course quality. Community College Research Center, Working Paper No. 578, pp 1-pp.33.
  • Stewart, T. T. (2010). A dialogic pedagogy: Looking to Mikhail Bakhtin for alternatives to standards period teaching practices. Critical Education, 1(6). Retrieved from https://doi.org/10.14288/ce.v1i6.182238)
  • Stockall, Nancy. (2013). Photo-elicitation and visual semiotics: A unique methodology for studying inclusion for children with disabilities. International Journal of Inclusive Education, 17(3), pp 310-pp. 328. https://doi.org/10.1080/13603116.2012.676090
  • Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, pp 295–pp. 312. https://doi.org/10.1016/0959-4752(94)90003-5.
  • Tochon, F. V. (1992). Presence beyond the narrative: Semiotic tools for deconstructing the personal story. Presentation at the American Educational Research Association, San Francisco, California. ERIC Document 347543
  • Vidmar, D. (2004, May). Student facilitation, self-assessment can improve threaded discus- sions. Online Classroom, pp. 1-2.
  • Wang, G., Foucar-Szocki, D, Griffen, O., O’Connor, C., & Sceiford, E. (2003). Departure, abandonment, and dropout of e-learning: Dilemma and solutions. James Madison University.
  • Woods, K., & Bliss, K. (2016). Facilitating successful online discussions. The Journal of Effective Teaching, Vol. 16, No.2, 2016, pp 76-pp. 92.
  • Xion, T.E. and Ching, L.Y. (2010, October). The perceptions and acceptance of students towards using social networking sites in teaching and learning. In J. Sanchez & K. Zhang (Eds.). Proceedings: World Conference on E-Learning in Corporate, Government, healthcare, and Higher Education, Orlando, FL, USA, pp.247-pp. 252. Chesapeake, VA: Association for the Advancement of Computing in Education.
  • Yukseltruk, E., & Inan, F. A. (2006). Examining the factors affecting student dropout in an online learning environment. ASHE-ERIC Higher Education Report. (ED 494 345).
There are 66 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ruth Gannon Cook 0000-0002-5891-7685

Early Pub Date August 22, 2023
Publication Date September 1, 2023
Acceptance Date July 11, 2023
Published in Issue Year 2023 Volume: 10 Issue: 5

Cite

APA Cook, R. G. (2023). Can Dialogic Narratives and Discourse Engage Online Learners?. Participatory Educational Research, 10(5), 1-18. https://doi.org/10.17275/per.23.72.10.5