Drawings and Drums: Incorporating Semiotic Activities to Enlist Learning

This study was concerned with how international electronic students could move from spatial and psychological "silos" to more interactive collaborative learning environments. The researchers sought to learn if students, through certain embedded iconic representations and interactivities, c...

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Bibliographic Details
Published in:International forum of teaching and studies 2008-01, Vol.4 (1), p.96
Main Authors: Gannon-Cook, Ruth, Crawford, Caroline M
Format: Article
Language:English
Subjects:
Acculturation
Communication
Communication (Thought Transfer)
Communications systems
Community Relations
Constructivism (Learning)
Cooperative Learning
Delivery Systems
Distance learning
Electronic Learning
Focus groups
Foreign Students
Instructional design
Intellectual Disciplines
Interpersonal Relationship
Learner Engagement
Learning Theories
Linguistic Theory
Performance Based Assessment
R&D
Research & development
Researchers
Resistance (Psychology)
Semiotics
Social interaction
Student Centered Learning
Students
Studies
Theory
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Summary:This study was concerned with how international electronic students could move from spatial and psychological "silos" to more interactive collaborative learning environments. The researchers sought to learn if students, through certain embedded iconic representations and interactivities, could move toward community goals and venture out of their isolation into electronic learning (e-learning) communities that were not bound by geographic or national borders. Instructional designs for electronic courses that contained cultural traditions and narratives were examined to see if familiar representations could have general or universal resonance among multiple nations and cultures when included in the design of on-line courses. The study could contribute to the body of research on e-learning and instructional design, particularly with respect to whether semiotic tools can resonate with students and help them to become more successful in content retention and in collaborative e-learning communities. [PUBLICATION ABSTRACT]
ISSN:1555-872X