Analysis of virtual classrooms from multimodality
DOI:
https://doi.org/10.21556/edutec.2019.69.1339Abstract
The aim of this study was to analyze a corpus of virtual classrooms of an undergraduate degree blended learning course from multimodal semiotics. The analysis stems from these questions: How to we designed the educational content module? How do we organize the information in the interface? to what extent and why does multimodality appear? Data were extracted according to The GeM model (Bateman, 2009). After the analysis, differences emerged regarding: 1) the virtual classroom concept more as a real medium than as a 'learning environment'; 2) prevalence of linear data over non-linear data; 3) difficulty in grouping the basic units of the modules into more complex entities
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