新型冠状病毒(COVID-19)在社交媒体上的修辞状况及其对教学的影响

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Online Pedagogy and Course Design Pub Date : 2021-01-01 DOI:10.4018/IJOPCD.2021070105

M. Asif, Zhiyong Deng, M. Raisinghani, Ahdi Hassan

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引用次数: 4

摘要

本研究旨在探讨新型冠状病毒(COVID-19)在社交媒体上的修辞情况。在本研究中，研究者以Bitzer的修辞情境理论和Toulmin的论证模型作为理论框架。辅助数据来自社交媒体(即2020年3月15日至2020年3月31日期间的Twitter和Facebook)。因此，所有的数据都是基于当前的COVID-19。本研究采用定性方法。研究结果揭示了社交媒体中修辞信息的建构是由修辞情境决定的。在社交媒体(sns)上，这是为了说服他人而故意制作的“修辞信息”。社交媒体对今天的修辞局面负有责任。然而，在2019冠状病毒病大流行的当前形势下，修辞论点在数字时代的作用不容忽视，或者更被称为数字修辞。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Rhetoric Situation of Novel Coronavirus (COVID-19) in Social Media and its Impact on Pedagogy

The current study aimed to explore the rhetoric situation of novel coronavirus (COVID-19) in social media. In this study, the researcher uses the rhetoric situation theory of Bitzer and Toulmin model of argumentation as a theoretical framework. The secondary data were obtained from social media (i.e., Twitter and Facebook from 15th March 2020 to 31st March 2020). Therefore, all the data were based on the current issue of COVID-19. The qualitative approach is used in this study. The findings revealed rhetoric situation led to the construction of the rhetoric message produced in social media. The rhetoric message was the subject of conversation in social media regarding COVID-19, which is produced intentionally to persuade others. Social media is responsible for the rhetorical situation today. However, rhetoric of the current situation in the pandemic COVID-19 cannot be ignored, the role of rhetorical arguments in the digital era, or better known as the digital rhetoric.

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来源期刊

International Journal of Online Pedagogy and Course Design EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The mission of the International Journal of Online Pedagogy and Course Design (IJOPCD) is to provide a platform for the latest research, analysis, and development of online education, effective online teaching methods, and course design. IJOPCD covers the pedagogical design aspects of science education and computing education, as well as courses supported by educational technologies. Targeting academic researchers and educators who work in the field, this journal focuses on the importance of developments in online course design and teaching methods to improve teachers’ teaching and students’ learning. Researchers are encouraged to submit cross-disciplinary, high-quality syntheses that are interesting, beneficial, and apprehensible to all those interested in or teaching science and related disciplines. Topics to be discussed in this journal include (but are not limited to) the following: -Adoption of e-learning -Best practices in computing education -Best practices in science education -Blended learning -Computer-mediated communication -E-learning -Emerging technologies -Evaluation of learning technology systems -Evaluation of online learning effects -Learning management systems -Multimedia and interactive learning systems -Online course design -Online learners’ behavior -Pedagogy and teaching with technology -Virtual reality environments -Web-based teaching methods