This article introduces a new method of multimodal discourse analysis to study synchronous online learning through using screen-captured digital video as the data source. This new methodology is applicable to researchers and educators interested in using video files as a foundation to map out the interactions of the multiple semiotic modes used in synchronous online, university-based, teacher education courses. The multimodal discourse representations shared explicate video files to both examine and represent the design and communicative purposes of a synchronous online platform while proposing a way for course instructors to reflect on their own online course facilitation. This method of analysis offers a new way to elucidate and illustrate the collaborative practices of synchronous online learning sessions that use various semiotic modes to interact.