Meaning particles and waves in MOOC video lectures: A transpositional grammar guided observational analysis

Abstract

This study employs transpositional grammar to analyze the structure of meaning in MOOC video lectures. An observation guide was developed using meaning forms in transpositional grammar – speech, sound, body, object, image, and text – as the superordinate categories and populated with sub-categories informed by a literature review, pilot study, and consultation with a panel of experts. Through a detailed examination of 25 video lectures, meaning forms are categorized as "particles" (discrete units) and "waves" (extended patterns). Transpositional grammar reveals how particles, like conversational cues, enhance accessibility, while waves, such as consistent narration and branding, create structural coherence and reinforce institutional presence. Findings highlight how transpositional grammar can elucidate recurring patterns in meaning-making, offering a framework for designing educational media that maximizes cognitive engagement in online learning contexts.