A Multimodal Discourse Analysis of Linking Metadiscursive Elements in Two Opencourseware Lectures (MOOCs)

Bernad-Mechó, Edgar

doi:10.1016/j.sbspro.2015.11.299

Cited by 10 publications

(8 citation statements)

References 7 publications

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“…First, only lectures from the middle of the courses were selected. As argued in Bernad-Mechó (2015), lectures at the beginning or end of courses might contain higher amounts of previewing and reviewing metadiscourse respectively, as they usually serve as introductions and conclusions to entire courses. And second, an initial identification of metadiscursive instances was conducted.…”

Section: Datasetmentioning

confidence: 99%

Multimodal (Inter)action Analysis for the study of lectures: active and passive uses of metadiscourse

Bernad-Mechó

2023

Multimodal Communication

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This paper offers a Multimodal (Inter)action Analysis study of how metadiscourse is used in university lectures. Metadiscourse is frequently employed in spoken academic discourse to guide the audience through the contents of the speech, thus becoming an essential element to foster comprehension in lectures. Although lectures have been largely researched under a multimodal eye, studies looking at the multimodal nature of metadiscourse are still scarce. In fact, previous multimodal explorations of metadiscourse in lectures point towards discrepancies in the attention given by lecturers to metadiscursive instances. In this study, six face-to-face lectures in fields within Humanities were analyzed to spot all instances of organizational metadiscourse. Next, the fragments containing such metadiscourse were further explored through a Multimodal (Inter)action Analysis to identify the structure of higher-level actions and the ways in which metadiscourse was integrated as part of the modal configurations of the actions. The analysis of higher-level actions using the foreground-background continuum reveals two main roles in the use of metadiscourse: an active one, in which metadiscourse is explicitly used to guide and engage the audience, as expected; and a passive one, in which metadiscourse is rather used as a filler in the background. These results contribute to reflecting on teaching practices and raising awareness on the importance of multimodal literacy for teacher training.

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Section: Datasetmentioning

confidence: 99%

Multimodal (Inter)action Analysis for the study of lectures: active and passive uses of metadiscourse

Bernad-Mechó

2023

Multimodal Communication

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“…Secondly, the teaching of MOOCbased courses needs to change the idea of hierarchical teaching. Teachers need to fully understand the role of individuals in mixed teaching in the process of listening and speaking [3] .The initiative of the activity and the test of the MOOC learning effect are given to the students, so that the students can subjectively recognize the initiative of the communication, become the participants of the offline activities, and change the thinking of correcting mistakes in the classroom teaching. At the same time, teachers can communicate and communicate with students online through the MOOC platform, thus alleviating the tension of students during face-to-face communication.…”

Section: Learning Emotional Strategiesmentioning

confidence: 99%

Research on the Construction and Application of College English Mixed Teaching Mode Based on MOOC

2021

J. Educ. Theory Manag.

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The current MOOC platform gradually enters the college classroom, which has a great impact on improving the quality and efficiency of classroom teaching in colleges and universities. This paper mainly introduces the meaning and content of MOOC and the related teaching mode, and introduces its development and characteristics. In view of the shortcomings of the current MOOC platform courses and the problems existing in the hybrid teaching, the two are fully combined to propose a hybrid teaching mode based on MOOC. This kind of teaching mode is discussed. Taking the college English class as an example, the analysis is carried out from the teaching object to discuss whether the teaching mode is in line with the current teaching development. From the aspects of curriculum structure setting, teaching resource construction and teaching design, it is analyzed how to implement this teaching mode better in the teaching of college English. Further guidance and optimization of MOOC application in college English teaching, and the application of MOOC-based hybrid teaching mode in teaching.

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“…Jones, Chik, and Hafner, (2015) in Discourse and digital practices: Doing discourse analysis in the digital age maintain that "in some cases, the tools that have been developed for face-to-face conversation and writing in print media can be easily adapted to analyze online conversations and texts" (p. 8). Even though the value of the analysis of discussion forum posts has certain limits due to the fact that online participants are registered users of the MOOC in question, some statements are useful to bring to light the style and relationship between learners´ expectations and the new learning digital platform content and instructional design (see also, Anbalagan, Kumar, & Bijlani, 2015;Bernad-Mechó, 2015). All in all, the study of digitally-mediated communication in some ways forces us to rethink our very definitions of terms such as text, context, interaction, satisfaction, and power (Gardner & Brooks, 2018;Gee & Handford, 2011;Woods, 2006).…”

Section: Discourse Analysis Of Conversations At Mooc Platforms On Moocsmentioning

confidence: 99%

MOOCs at the Crossroads: A Literature Review and Reflection Drawing upon Discourse Analysis

Mohebi¹,

Ponce²

2019

Preprint

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This study is a synthesis of 159 articles that were selected for their relevance to comprehend key aspects of the Massive Open Online Courses (MOOCs) phenomenon, from a discourse analysis perspective. Since 2011, MOOCs are expanding worldwide so that the number of subscribers outpointed 101 million at the end of 2018. This paper explores the question whether the MOOCs are the embodiment of the global one-world classroom or whether, instead, they represent a low-cost alternative tailored to a segment that doesn´t have enough time or resources to attend a brick-and-mortar college. In addition, the review tackles the link between motivation and low completion rates. Finally, we discuss the need to devise better methods to assess the pedagogical value of MOOCs.

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A Multimodal Discourse Analysis of Linking Metadiscursive Elements in Two Opencourseware Lectures (MOOCs)

Cited by 10 publications

References 7 publications

Multimodal (Inter)action Analysis for the study of lectures: active and passive uses of metadiscourse

Multimodal (Inter)action Analysis for the study of lectures: active and passive uses of metadiscourse

Research on the Construction and Application of College English Mixed Teaching Mode Based on MOOC

MOOCs at the Crossroads: A Literature Review and Reflection Drawing upon Discourse Analysis

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