Bridging the distance: A discourse analysis of synchronous online classroom chats
Start Date
27-3-2021 10:00 AM
End Date
27-3-2021 10:15 AM
Description
The transformation of face-to-face classrooms into virtual classroom settings in response to the COVID-19 outbreak has also shifted the nature of communication between educators and students. The emerging current education system, supported by Computer-Mediated Communication (CMC), advocated this study to investigate the interactive exchanges among teachers and students, particularly in WhatsApp as a synchronous online classroom chats tool. The study grounds on the theoretical foundation of I-R-F exchanges in classroom discourse. The methods used were content analysis and Dynamic Topic Analysis (DTA) to analyse the coherence of topic developments in the discourse.
The participant employed was a vocational high school classroom with an educator which congregated as members of the WhatsApp group. The findings have shown that WhatsApp has the ability to facilitate the initiation and feedback performed by the teachers, whereas the students mostly provided social remarks during the pedagogical topic chat, which yields parallel shifts during the discourse and prompts the value of semantic distance raised as much as 0.967.
Recommended Citation
Batita, M. S. R. (2021, March). Bridging the distance: A discourse analysis of synchronous online classroom chats. Presented at the Postgraduate Conference on Interdisciplinary Learning: Re-Imagining Postgraduate Studies in the 21st Century and Beyond. Lingnan University, Hong Kong.
Bridging the distance: A discourse analysis of synchronous online classroom chats
The transformation of face-to-face classrooms into virtual classroom settings in response to the COVID-19 outbreak has also shifted the nature of communication between educators and students. The emerging current education system, supported by Computer-Mediated Communication (CMC), advocated this study to investigate the interactive exchanges among teachers and students, particularly in WhatsApp as a synchronous online classroom chats tool. The study grounds on the theoretical foundation of I-R-F exchanges in classroom discourse. The methods used were content analysis and Dynamic Topic Analysis (DTA) to analyse the coherence of topic developments in the discourse.
The participant employed was a vocational high school classroom with an educator which congregated as members of the WhatsApp group. The findings have shown that WhatsApp has the ability to facilitate the initiation and feedback performed by the teachers, whereas the students mostly provided social remarks during the pedagogical topic chat, which yields parallel shifts during the discourse and prompts the value of semantic distance raised as much as 0.967.