Sins of Omission

Can Dialogic Narratives and Discourse Engage Online Learners?

“…While online courses can be challenging for many students, students of diverse ethnic backgrounds currently represent the highest attritions from online courses (Bustamante, 2019;Gannon Cook, 2016;Jeffrey, et al, 2011;Park, et al, 2009Park, et al, , 2011Paul, 2013;Xion, and Ching, 2010). There may be some initial factors that deter participation worthy of exploration, for example, cultural differences that keep them from readily comprehending online content.…”

“…Culture is conveyed through human's teachings and traditions using each society's communication tools, which in the 21st century is technological, as well as the use of older media of text and narratives (McLuhan, 1968(McLuhan, , 1976. Research studies, over the years, have occasionally recommended, more attention be paid to designing instructional courses to support cultural approaches to learning (Carey, 2008;Crawford, Gannon-Cook, 2008;Eetu, 2011;Gannon-Cook, 2016Gannon-Cook & Ley, 2020). It is incumbent upon instructional designers and instructors to begin to look at opportunities to include primal semiotic tools, such as dialogic narratives, which could resonate with students who may not, otherwise, feel they have lifelines or connections to their online courses.…”

“…Studies (Hyder, 2015;National Center for Educational Statistics, 2019), also pointed out that attrition rates in online courses were higher for at-risk, particularly African American males and Hispanic students (Lederman, 2013, National Center for Educational Statistics, 2019. While there are some studies that support the positive effects and influence of semiotics on indigenous students (Gannon Cook, 2016;National Center for Educational Statistics, 2019;Reed, 2012), there are fewer studies that look at both retention and attrition in special needs, indigenous, and students of color (Betts, 2008;Gannon-Cook, Sutton, 2013;Reed, 2012;Stockall, 2013;Wang, et al, 2003;Yukseltruk, & Inan, 2006). The study pointed out that, while interventions could be facilitative for improving student involvement and retention, interventions also require investments in course redesigns, faculty professional development, learner and teacher support, and systematic assessments.…”