ELECTRONIC NONVERBAL CUES (eNVC) AND DEEPER LEARNING: ARTOGRAPHIC TAPESTRY OF ONLINE NARRATIVES

Abstract

In this study, I delve into the intricate tapestry of communication in online education, focusing on the interplay between verbal and nonverbal cues in asynchronous online course discussion forums. Specifically, I explore electronic nonverbal cues (eNVC), such as silence and chronemics, that constitute significant yet often overlooked components of communication in text-based online learning environments. My research addresses this gap by exploring how aspects of eNVC can either promote or hinder deeper learning through interaction and engagement. The exploration is grounded in the lived experiences and perceptions of individuals well-versed in higher education discussion-based online courses. To encapsulate these nuanced perspectives, I adopted a qualitative approach under an interpretive/constructivist paradigm and engaged six participants within an artography methodology. As part of this methodology, I wove a tangible tapestry to represent my learning journey through reflexivity. This tapestry served as a metaphor for intertwining the verbal and nonverbal threads I was investigating. As a researcher-weaver, I have meticulously intertwined the unique narratives of the participants, both metaphorically and literally, into this dissertation tapestry. Through rigorous reflexivity and analysis of the emerging themes, I gained insights into becoming a deeper learner. The four main thematic threads were: To and Fro Again, signifying dynamic engagement through dialogic interactions; Negative Space, emphasizing the role of silence; Reflexive Apprenticeship, underscoring modeling; and Layered Growth, denoting the progressive nature of deeper learning. The findings of this study contribute to the discourse on enhancing online education by spotlighting the overlooked nonverbal dimensions of online communication and their potential for fostering meaningful ENVC AND THE DEEPER LEARNING TAPESTRY ix learning experiences. Furthermore, it provides recommendations for improving pedagogical practice in asynchronous contexts by harnessing the power of eNVC.