‘We Are a Global Community’: Communicating Knowledge through Moocs and Teacher Training Platforms

Abstract

A socio-rhetorical discourse community consists of a group of people who come together to pursue objectives that predate those of socialization and solidarity, and who aim to develop and maintain their own discoursal characteristics. We have examined MOOCs (Massive Open Online courses) and teacher training educational platforms in order to ascertain whether and to what extent they may be identified as networked learning tools and discourse communities characterized by a commonality of goals, mechanisms and procedures of intercommunication, exchange of knowledge, information, as well as specialized genres and their terminology. MOOCs and learning platforms have dramatically changed the way people learn. Starting from ongoing research, we analyze the metadiscoursal features of an ad hoc corpus of online filmed lectures drawn from two MOOC providers (FutureLearn and Coursera). We look at both interactive and interactional resources (to guide the listener through the texts and to involve the listener in the subject), in order to discover how these features are used to control, evaluate and negotiate the communicative goals and impact of the ongoing exchanges. The quantitative and qualitative analysis shows a significant use of metadiscourse markers in the video lectures with a higher frequency of interactional features such as self-mentions, engagement markers, hedges and boosters, rather than interactive ones. These commentaries in the lectures signal the instructors’ attitudes towards the texts and their listeners. Additionally, they were found to perform a rhetorical function since they persuasively reinforce the instructors’ attitude and stance. Thus, their use engages the participants as members of a digital community, where commitment, dedication, and common goals seem to be fundamental features.