A transpositional grammar-informed investigation of meanings in MOOC video lectures

This study investigates the use of meaning forms within video lectures in Massive Open Online Courses (MOOCs), revealing that different configurations of meaning forms fulfill social, instructional, and semiotic functions. The findings highlight that some meaning forms are frequently used, while others are less prevalent. A key discovery is the positive correlation between the variety of meaning forms and learner perceptions, where a broader range of forms was associated with more favorable evaluations. Notably, contextual objects, social speech acts, and camera edits or changes in angle were positively perceived, whereas use of images and text had a negative impact. These insights suggest that the mise-en-scène of video lectures plays a critical role in shaping learner experiences. The study also introduces transpositional grammar as a new theoretical lens for analyzing these meaning forms, contributing a fresh perspective to the field. Areas for future research include underexplored elements such as the role of silence, branding, and editing techniques in creating meaning. These findings offer valuable guidance for MOOC designers, emphasizing the importance of deliberate design choices in enhancing learner engagement and perception.