Abstract
After the COVID-19 pandemic, online teaching and learning have become normal practices in higher
education contexts, where classroom recording is readily available for access after class. To facilitate understanding, visual aids such as PowerPoint slides often accompany teachers' handwritten on-screen annotations that perform functions such as explaining concepts, adding ideas or giving feedback. While recent research studies suggest the positive impact of handwritten on-screen annotations on students' interaction, comprehension, and engagement, little to no research investigates the logical relationships between the two main screen elements. In light of this, this paper conducts an exploratory study on the kinds of meanings that "expand" those already present on the screen of class recordings from the field of English for Academic Purposes for undergraduate students, using the system of logico-semantic relations. Ten recordings, each lasting 45-60 minutes, were analyzed to identify video excerpts demonstrating the three expansions: elaborating, extending, and enhancing. These inter-semiotic logical relations, once explicated, may provide insights into how instructors strategise on-screen handwriting during online lessons. Overall, identifying what accompanies the static visual aids and how they are arranged on the screen has pedagogical implications for enhancing teachers' illustration and explanation of content knowledge in the online classroom.
education contexts, where classroom recording is readily available for access after class. To facilitate understanding, visual aids such as PowerPoint slides often accompany teachers' handwritten on-screen annotations that perform functions such as explaining concepts, adding ideas or giving feedback. While recent research studies suggest the positive impact of handwritten on-screen annotations on students' interaction, comprehension, and engagement, little to no research investigates the logical relationships between the two main screen elements. In light of this, this paper conducts an exploratory study on the kinds of meanings that "expand" those already present on the screen of class recordings from the field of English for Academic Purposes for undergraduate students, using the system of logico-semantic relations. Ten recordings, each lasting 45-60 minutes, were analyzed to identify video excerpts demonstrating the three expansions: elaborating, extending, and enhancing. These inter-semiotic logical relations, once explicated, may provide insights into how instructors strategise on-screen handwriting during online lessons. Overall, identifying what accompanies the static visual aids and how they are arranged on the screen has pedagogical implications for enhancing teachers' illustration and explanation of content knowledge in the online classroom.
| Original language | English |
|---|---|
| Publication status | Published - 2024 |
| Event | 49th International Systemic Functional Congress in Sydney in July 2024: Harmony, Compassion and Empowerment - Hybrid (The University of New South Wales), Sydney, Australia Duration: 1 Jul 2024 → 5 Jul 2024 https://www.unsw.edu.au/arts-design-architecture/whats-on/events/49th-international-systemic-functional-congress |
Conference
| Conference | 49th International Systemic Functional Congress in Sydney in July 2024 |
|---|---|
| Abbreviated title | ISFC49 |
| Country/Territory | Australia |
| City | Sydney |
| Period | 1/07/24 → 5/07/24 |
| Internet address |
Keywords
- Multimodality
- Handwritten Annotation
