Discourse Analysis in a Virtual Classroom: A MOOC Example

As the developments occurred in terms of technology, new tools and platforms started to be used in classroom settings. However, there is a need for discourse analysis of these tools and environments in order to better understand the flow of communication. This study aimed at determining discourse patterns in terms of social presence observed in a course carried out in a 3D environment, Second Life. At the end of the study, it was found that the most frequently used social presence functions were expression of emotions, vocatives and asking questions respectively; the least frequently used social presence functions were phatics and salutations, referring explicitly to the others' messages and quoting from others' messages. The findings of this study were found to be in parallel with the literature. This study might be helpful for researchers, educators and students in order to better understand the contexts created in 3D virtual worlds.

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A Discourse Analysis of Online Classroom Chats: Predictors of Cyber-Student Performance

Teaching of Psychology ◽

10.1207/s15328023top2803_09 ◽

2001 ◽

Vol 28 (3) ◽

pp. 222-226 ◽

Cited By ~ 16

Author(s):

Alvin Y. Wang ◽

Michael H. Newlin ◽

Travis L. Tucker

Keyword(s):

Discourse Analysis ◽

Student Performance ◽

Statistical Methods ◽

Early Warning ◽

Virtual Classroom ◽

Student Response ◽

Chat Room ◽

Online Classroom ◽

Final Grade ◽

Pedagogical Implication

We applied a discourse analysis (DA) to the electronic chat room discussions of a 16-week, Internet-based section of a class in statistical methods in psychology. This analysis revealed that across the semester, several DA categories (e.g., total number of student comments) were correlated with final grade in the class. An additional analysis involving only the chat room discussion of Week 3 revealed that 2 DA categories (i.e., student response to a problem or example given in lecture and total number of student comments) correlated with final grade in the class. We discuss the pedagogical implication of these results with regard to an instructor's ability to identify early warning predictors of student performance in the virtual classroom.

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Flipped Virtual Classroom Learning Model for the Course Study Discourse Analysis in Translation

Scope Journal of English Language Teaching ◽

10.30998/scope.v5i1.6717 ◽

2020 ◽

Vol 5 (1) ◽

pp. 01

Author(s):

Andri Purwanto

Keyword(s):

Discourse Analysis ◽

Language Proficiency ◽

Virtual Learning ◽

Learning Model ◽

Virtual Classroom ◽

Project Based Learning ◽

Learning Models ◽

Classroom Learning ◽

Choice Pattern ◽

Literary Sources

<p>This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives. Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide information about virtual learning methods as a means of enhancing learning and language proficiency in Bahasa Indonesia combined with translation reflection theory. The virtual learning model can be combined with variations of learning models such as: Problem-based Learning, Inquiry-based Learning, Project-based Learning, Research-based Learning. In conclusion, through the choice of an asynchronous virtual classroom learning model and the application of discourse analysis in Translation as a reflection activity in translation, students are able to make a more detailed and deeper translation analysis.</p>

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Discourse Analysis of EFL Students’ Attitudes and Social Interactions Towards a Virtual Classroom

Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021) ◽

10.2991/assehr.k.210226.009 ◽

2021 ◽

Author(s):

Hai Tran Quang

Keyword(s):

Discourse Analysis ◽

Social Interactions ◽

Virtual Classroom ◽

Efl Students ◽

Students Attitudes

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Plasticity of the neural coding metaphor: An unnoticed rhetoric in scientific discourse

Behavioral and Brain Sciences ◽

10.1017/s0140525x1900133x ◽

2019 ◽

Vol 42 ◽

Author(s):

Giulia Frezza ◽

Pierluigi Zoccolotti

Keyword(s):

Discourse Analysis ◽

Neural Coding ◽

Scientific Discourse ◽

Convincing Argument ◽

Unified View ◽

Brain Behavior

Abstract The convincing argument that Brette makes for the neural coding metaphor as imposing one view of brain behavior can be further explained through discourse analysis. Instead of a unified view, we argue, the coding metaphor's plasticity, versatility, and robustness throughout time explain its success and conventionalization to the point that its rhetoric became overlooked.

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