Untangling the Talk: A New Multimodal Discourse Analysis Method to Investigate Synchronous Online Learning

Hoffman, Emily Brown

doi:10.1080/21532974.2018.1453895

Cited by 16 publications

(23 citation statements)

References 18 publications

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“…The multimodality and availability of these rich resources are definitely advantageous (Eichler & Peeples, 2013 ; Vivolo, 2019 ). Online digital resources can enrich the classrooms and improve student learning (Recker et al, 2013 ), as they provide high-quality and collaborative online learning experiences both synchronously and asynchronously (Hoffman, 2018 ; Selvaraj et al, 2021 ). The flexibility provided by asynchronous online teaching modules specifically, and the video format utilized in teaching were shown to positively impact student achievement in a university robotics course (Birk et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

DeCoito

Estaiteyeh

2022

J Sci Educ Technol

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Due to the COVID-19 pandemic, school closures were mandated by governments across the globe. This necessitated an abrupt shift to online/distance teaching. Through a mixed-methods study, the authors explored STEM teachers’ transition to online teaching and learning in a Canadian context. This subset of the larger study investigated (i) teachers’ views of and attitude toward online teaching and (ii) successes and challenges encountered with online teaching. Data were collected through an online questionnaire administered to 70 Grade 1–12 science/STEM subject teachers in a Canadian province between May and July 2020. Findings are discussed through the lens of self-efficacy theory and the technological pedagogical content knowledge (TPACK) framework. Results indicate that despite few successes, teachers faced a wide array of challenges that negatively affected their attitudes and views toward online teaching, and that the support received did not parallel their expectations. Teachers’ experiences, self-efficacy, and technological competency slightly enhanced their views of online teaching but were not sufficient to shift their mindset. Recommendations include effective professional development initiatives and support for teachers to facilitate teachers’ transition and enhance their personal views toward online teaching.

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Section: Literature Reviewmentioning

confidence: 99%

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

DeCoito

Estaiteyeh

2022

J Sci Educ Technol

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“…Online resources have the potential to enrich classroom environments and promote student learning (Recker et al, 2013 ) by providing high-quality and collaborative online learning experiences (Hoffman, 2018 ). These digital tools must ensure students’ self-construction of knowledge, situating learning within real-world circumstances, and creating learning communities that favor student interaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada

DeCoito

Estaiteyeh

2022

Discip Interdscip Sci Educ Res

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The COVID-19 pandemic necessitated school closures globally, resulting in an abrupt move to online/distance teaching or emergency remote teaching (ERT). Teachers and students pivoted from face-to-face engagement to online environments, thus impacting curriculum, pedagogy, and student outcomes across a variety of disciplines. In this paper, the authors focus on science/STEM teachers’ experiences with online teaching and learning in a Canadian context during the pandemic. Qualitative and quantitative data were collected through an online questionnaire administered to 75 Grade 1–12 science/STEM teachers in a Canadian province in May–July 2020. Through the TPACK framework and self-efficacy theory, the authors explore i) curriculum planning and implementation in online settings, ii) assessment practices and their effectiveness, and iii) student outcomes, as observed by the teachers. Results indicate that teachers used a variety of platforms, and choice of platform was mainly due to user-friendliness and interactivity, or administrative decision making. Despite teachers organizing online lessons during ERT, gaps were identified in teachers’ TPACK framework and self-efficacy, thus impacting their curriculum development, pedagogical approaches, and assessment practices. In general, teaching strategies included pre-recorded videos and self-directed learning in which teachers assigned specific tasks for students to perform independently. Teachers prioritized subject content and covering curriculum objectives over creative and student-centered pedagogical approaches. Assessment techniques employed were viewed by teachers as unauthentic and generally ineffective. Moreover, teachers reported difficulties addressing student needs and abilities, resulting in challenges providing equitable and inclusive online teaching. Finally, online teaching was viewed negatively by most teachers, in terms of student engagement and outcomes.

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“…Teachers reflect on how their primary task as educators is to empower them through digital stories. A new multimodal discourse analysis method for studying online learning using digital video as a data source (Hoffman, 2018). Using video files as the foundation for mapping the interactions of several semiotic modes used synchronously online at a university.…”

Section: Introductionmentioning

confidence: 99%

Digital Based Learning Management With A Multimodal Approarch

Lestari

2022

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The purpose of this study is to examine digital-based learning management with a multimodal approach to transform teaching materials. This study involved a multimodal approach to meaning interpretation, applying three metafunction principles: ideational (representational), interpersonal (social relations), and textual (organizing text). Such three metafunctions are combined with text, image, sound, and video tutorial modes in teaching materials. This study included twelve students willing to answer five open-ended questions about digital teaching materials via Google forms. The study's findings identified student feedback assessing digital teaching materials, specifically: 1) teaching materials packaged in ebook creator; 2) integration of multimedia in teaching materials; 3) integration of digital storytelling in teaching materials; and 4) material by the lesson plan. This study has implications for digital-based teaching to transmit innovative and diverse knowledge.

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Untangling the Talk: A New Multimodal Discourse Analysis Method to Investigate Synchronous Online Learning

Cited by 16 publications

References 18 publications

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada

Digital Based Learning Management With A Multimodal Approarch

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