LOLC comprises over 200 hours of video-recorded university lectures from STEM and non-STEM undergraduate and graduate courses, covering disciplines such as education, translation, law, engineering, and business administration. The lectures were recorded at three Spanish universities and are delivered by Spanish lecturers, with 50% taught in Spanish and 50% in English. Most lectures were conducted live online, with a proportion delivered in a hybrid format.

The corpus also includes two parallel subcorpora featuring the same instructors teaching the same courses: one with lectures delivered in Spanish and English, and another offering both live online and hybrid formats in English.

The development of LOLC has been supported by several research and innovation projects at UNIR. These projects have contributed to different stages of the corpus, including data collection, processing, and expansion. As the project progresses, the corpus is expected to grow in both size and disciplinary coverage, providing further documentation of university lecture discourse across languages and instructional modalities.

• Perfiles de personalidad, variables afectivo‐emocionales y efectividad docente en entornos online (E-MODOP) [PP-2022-18] (2022-2024)
• Desarrollo de la competencia interaccional de los docentes en el aula del MBA [PID1920_COMPETENCIA INTERACCIONAL] (2019-2020)
• Implantación de un sistema de respuesta inmediata en sesiones presenciales-virtuales: el caso de PearDeck [PID2021_PEARDECK] (2020-2021)
• Del entorno de enseñanza-aprendizaje EMI virtual al presencial: necesidades, estrategias y herramientas de interacción (EMIVIP) (2020-2021)
• El desarrollo de la competencia interaccional a través de la implantación de la gamificación en sesiones presenciales-virtuales [PIDA2122_COMPETENCIA INTEREACCIONAL] (2021-2022)
• Perfiles de personalidad, variables afectivo-emocionales y efectividad docente en entornos online (EMODOP) [PP-2022-18] (2022-2024)
• Aprendizaje basado en la realidad y desarrollo de las alfabetizaciones múltiples mediados por Chat GPT-4 [PIDA_APRENDIZAJEMEDIADOCHATGPT4] (2023-2024)

LOLC enables research on multimodal interaction, online lecture discourse, and teaching and learning practices in digital higher education. It can support studies in areas such as English-medium instruction, teacher professional development, and multimodal literacy. The following publications illustrate research conducted using the corpus and related projects.

• Querol-Julián, M., Velilla-Sánchez, M.A., & Luzón. M.C. (Forthcomig). A comparative discourse analysis of interaction in EMI hybrid and live online lectures.
• Querol-Julián, M., & Gutiérrez Gomez-Calcerrada, S. (In press). Generative AI in online higher education: Meaningful learning and critical thinking. In B.L. Moorhouse, L. Kohnke & D. Zou (Eds.), Handbook of teaching and learning with artificial intelligence. Edward Elgar
• Velilla Sánchez, M., Querol-Julián, M., & Beltrán-Palanques, V. (In press). Exploring multimodal interaction in EMI live online lectures. A methodological perspective. In M. Querol-Julián & Feng, W. (Eds), Multimodal and Digital Practices in English Medium Instruction in Higher Education: Insights from Asia and Europe. Routledge.

• Querol-Julián, M. & Santamaría Urtieta, A. (2026). A coaching model to raise teachers’ multimodal interactional competence awareness in live online lectures. M. Kessler, J. E. Casal & F. Marino (Eds.), Multimodal practices in higher education: Analyzing and teaching diverse genres. Routledge. (pp.  175-195). https://doi.org/10.4324/9781003588061-11
• Querol-Julián, M. (2026). Lectures. In K. Hyland & P. Thompson (Eds.), The Routledge handbook of English for academic purposes (2nd ed., pp. 329-340). Routledge. https://doi.org/10.4324/9781003493358-30
• Querol-Julián, M. (2025). Developing multimodal interactional competence in EMI lecturers. Reflexive practice in an online international programme. In M. Querol-Julián & I. Fortanet-Gómez, I. (Eds.), Multimodal literacy in English as an additional language in higher education. (pp.189-203). Routledge. https://doi.org/10.4324/9781003429876-12
• Querol-Julián, M. (2025). CLIL teacher online professional development in translanguaging and trans-semiotizing: A pedagogy of multiliteracies. Journal of Multilingual and Multicultural Development, 46(5), 1493–1509. https://doi.org/10.1080/01434632.2024.2352157 
• Querol-Julián, M. & Amondarain-Garrido, M. (2024). Listening to silence in Spanish and English-medium instruction online lectures. In V. Beltrán-Palanques & E. Bernad-Mechó (Eds.), Current trends in EMI and Multimodality in Higher Education (pp. 71-95). Routledge. https://doi.org/10.4324/9781003205517-6
• Querol-Julián, M. (2023). Multimodal interaction in English-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture? Journal of English for Academic Purposes, 61, 101207. https://doi.org/10.1016/j.jeap.2022.101207
• Querol-Julián, M. (2021). How does digital context influence interaction in large live online lectures? The case of English-medium instruction. European Journal of English Studies, 25(3), 299-317. https://doi.org/10.1080/13825577.2021.1988265

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