Learner Analysis and Semiotics: Toward Deeper Interdisciplinary Change and Higher Online Learner Outcomes

• In Event: Roundtables
  In Roundtable Session: RTD-Roundtables:C

Short Description

This learner analysis study, grounded in semiotics theory, learning research, and professional standards, documents how two instructional designers used semiotic theory to undergird research on learner analysis. The concern of the researchers was that the prevalent analyses of student comprehension and retention largely revolved around the analyses of interactivities, technologies, and communities of learning (Friedman & Friedman, 2013; Russell, 1999; Ramage, 2001; Tucker, 2000; Zhao, Lei, Yan, Lai, Tan, 2005), but there was a paucity of research on other factors that could affect student learning and retention, such as cultural factors. This study sought to explore interdisciplinary studies for insights into which factors may facilitate student learning and retention in online courses.

Authors

• Presenter: Ruth Gannon Cook, DePaul University

• Presenter: Kathryn Ley, U Houston Clear Lake

• Contributor: Gerry Leisman, The National Inst. for Brain & Rehabilitation Sciences-Israel