Meaning particles and waves in Mooc video lectures

A transpositional grammar guided observational analysis

Bibliographic Data

ID21538048
AuthorsChristopher Hughes (0000-0003-4451-9026, University of Illinois Urbana-Champaign, corresponding author)
Year2025
Volume236
Pages105308
Publication date2025-10-01
Open AccessYes
TypeARTICLE
VenueComputers & Education (JOURNAL)
Journal identifiersISSN: 0360-1315 • E-ISSN: 1873-782X
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.compedu.2025.105308
OpenAlexW4408953056
LanguageEN
References cited31

This study employs transpositional grammar to analyze the structure of meaning in MOOC video lectures. An observation guide was developed using meaning forms in transpositional grammar – speech, sound, body, object, image, and text – as the superordinate categories and populated with sub-categories informed by a literature review, pilot study, and consultation with a panel of experts. Through a detailed examination of 25 video lectures, meaning forms are categorized as "particles" (discrete units) and "waves" (extended patterns). Transpositional grammar reveals how particles, like conversational cues, enhance accessibility, while waves, such as consistent narration and branding, create structural coherence and reinforce institutional presence. Findings highlight how transpositional grammar can elucidate recurring patterns in meaning-making, offering a framework for designing educational media that maximizes cognitive engagement in online learning contexts. • Transpositional grammar reveals patterns of meaning in MOOC video lectures. • Particles enhance accessibility; waves build coherence and cohesion. • Observation guide maps multimodal meaning forms. • Offers a framework for designing cognitively engaging educational media

Epistemology · Grammar · Linguistics · Observational study · Computer Science · Mathematics · Online and Blended Learning · Online Learning and Analytics · Philosophy · Video Analysis and Summarization

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Open DOIOpen Access