From Panel to Presence: An Observational study on Communication Styles in Online Courses

Abstract

The advent of online classes via internet platforms, known as MOOC (Massive Open Online Courses), has radically changed the means of teaching and learning by transferring the means of interaction from physical classrooms to those of digital, online systems. This research looks at the relationship between the way MOOC presenters communicate with learners and how this affects learner participation within the courses. A qualitative observational design was utilized to watch and analyze the four MOOCs purposely chosen from four different platforms. The observations involved a systematic examination of the verbal and non-verbal communication behaviors of course presenters, i.e., the clarity of speech; tone variation; question method; facial expressions; gestures; visual cues, etc. The study was conducted by using of Galloway Interaction analysis; this analysis framework assessed the communication patterns evident within the interactions and means of teacher presentation and was used to assess patterns of interaction between course participants. From the study results, it can be seen that presenters demonstrating a strong positive verbal style (i.e., clear explanations, encouraging language, and effective questioning practice) and positive non-verbal presentation style (i.e., maintaining eye contact, and gestures) produce a greater amount of perceived interactivity by course participants. In conclusion, the communication style has several implications for maintaining learner engagement and enhancing interactivity in large, digital classes. Based on the results, there is a need for targeted communication skills training for MOOC presenters to improve their presentation styles in order to enhance learner-interactive participation in MOOCs.