| Online communication platform usage in education is growing, however, current research
lacks consideration of widespread use to close the parent-teacher communication gap in
elementary, Title I schools. This study aimed to explore online communication platforms and
parent-teacher relationships, intending to contribute new information on the communication
experiences and challenges that exist between the Confederated Tribes of Siletz Indians and
elementary schools.
Using a phenomenological research approach, the lived experiences of thirteen tribal
parents residing in rural Oregon were explored to gain a comprehensive understanding of their
reception and utilization of online communication. Semi-structured interviews were used to
generate in-depth and detailed descriptions of the shared phenomenon. Through the data analysis
of interviews, several centralized themes emerged which directly corresponded to the research
questions of the study. For research question one, the themes encompassed various aspects of
online communication, including reception, interaction, methods, motivation, sought-after
information, and external channels. Meanwhile, for research question two, the themes revolved
around challenges, barriers, and parental satisfaction with online communication from the
school.
The findings support the utilization of online communication tools between schools and
CTSI parents. While the Remind application and emails were appreciated, they came with
challenges like technology issues and excessive or overwhelming notifications, prompting the
need for better strategies. Additionally, obstacles such as limited internet access and inconsistent
responses hindered communication efforts. Despite challenges, parents strived to stay involved
in their child's education, preferring quick and personalized updates through online channels.
Overall, CTSI parents' experiences with school communication were diverse, reflecting varied
preferences and obstacles.
This study provided CTSI parents with an opportunity to share their perspectives in the
research literature, representing one of the initial inquiries into the lived experiences of CTSI
parents as they navigated online communication with personnel at their child's school. This
research is useful to tribal members and school personnel and will help schools select and
implement online platforms that provide successful communication approaches.
Keywords: Online communication, education communication procedures, online platform usage,
Confederated Tribes of Siletz Indians, Title I parents, phenomenological case study, qualitative
case study. |