Mooc-lecture in digital academic discourse: key features
https://doi.org/10.24833/2410-2423-2021-2-26-72-78
Abstract
The article considers the traits of digital academic discourse and the discursive features of MOOC lectures, i.e. video lectures from massive open online courses (MOOCs), which are described as a subgenre of distance lectures. The research bears considerable relevance given the need for the analysis of transformation processes in academic discourse amid the widespread use of information and communication technologies in the higher education system and the advance of online learning. The article describes the evolution of lectures from classroom (analogue) to digital ones, with the latter defined as a genre of academic discourse. The research studies video lectures presented by major British and American universities on the Coursera and EdХ websites. It presents some distinguishing characteristics of a MOOC-lecture, specifying, among others, its extralinguistic traits which impact on its linguistic features, particularly the addressee factor. The theoretical perspective on the matter can be applied in linguistic disciplines, which aim at undergraduate and postgraduate students opting for the scientific path in the international context.
About the Author
N. V. Panich
Moscow State Institute of International Relations (University)
Russian Federation
Russian Federation
Panich, Natalia Vladimirovna − Senior Lecturer at English Department №3
76 Prospect Vernadskogo, Moscow, 119454
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Review
For citations:
Panich N.V. Mooc-lecture in digital academic discourse: key features. Linguistics & Polyglot Studies. 2021;7(2):72-78. (In Russ.) https://doi.org/10.24833/2410-2423-2021-2-26-72-78
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