Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface
The COVID-19 pandemic caused educational institutions across the world to face a new reality: when teachers and students do not share the same physical space (fractured ecologies), drastic changes in the everyday procedures and routines of teaching become an immediate necessity. In this paper, we tr...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-09-01
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| Series: | Languages |
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| Online Access: | https://www.mdpi.com/2226-471X/6/3/148 |
| _version_ | 1797518486606446592 |
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| author | Anne Bannink Jet Van Dam |
| author_facet | Anne Bannink Jet Van Dam |
| author_sort | Anne Bannink |
| collection | DOAJ |
| description | The COVID-19 pandemic caused educational institutions across the world to face a new reality: when teachers and students do not share the same physical space (fractured ecologies), drastic changes in the everyday procedures and routines of teaching become an immediate necessity. In this paper, we trace some of the effects of this new situation in online classes of three experienced university teachers in the early days of the pandemic. We zoom in on dimensions of the classroom interface such as: turn-taking procedures, socialization, peer scaffolding and feedback; strategic footing changes across institutional and conversational roles; joking and humor. Not surprisingly, we found that the systematic absence of multimodal contextualization cues like gaze direction and tracing the origin of sound/speech were a trouble source in these online multiparty settings. We also saw, however, that teachers and students were successful in reinventing themselves and in devising new ways to deal with the changed circumstances. We end the paper with a number of implications for research into the classroom interface, both online and offline. |
| first_indexed | 2024-03-10T07:30:36Z |
| format | Article |
| id | doaj.art-15843c0362ca492390a6cfabffb95895 |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-03-10T07:30:36Z |
| publishDate | 2021-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-15843c0362ca492390a6cfabffb958952023-11-22T13:54:42ZengMDPI AGLanguages2226-471X2021-09-016314810.3390/languages6030148Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom InterfaceAnne Bannink0Jet Van Dam1Amsterdam Center for Language and Communication, University of Amsterdam, 1012 WX Amsterdam, The NetherlandsAmsterdam Center for Language and Communication, University of Amsterdam, 1012 WX Amsterdam, The NetherlandsThe COVID-19 pandemic caused educational institutions across the world to face a new reality: when teachers and students do not share the same physical space (fractured ecologies), drastic changes in the everyday procedures and routines of teaching become an immediate necessity. In this paper, we trace some of the effects of this new situation in online classes of three experienced university teachers in the early days of the pandemic. We zoom in on dimensions of the classroom interface such as: turn-taking procedures, socialization, peer scaffolding and feedback; strategic footing changes across institutional and conversational roles; joking and humor. Not surprisingly, we found that the systematic absence of multimodal contextualization cues like gaze direction and tracing the origin of sound/speech were a trouble source in these online multiparty settings. We also saw, however, that teachers and students were successful in reinventing themselves and in devising new ways to deal with the changed circumstances. We end the paper with a number of implications for research into the classroom interface, both online and offline.https://www.mdpi.com/2226-471X/6/3/148online teachingZoomclassroom discoursehigher educationmultimodalitydiscourse complexity |
| spellingShingle | Anne Bannink Jet Van Dam Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface Languages online teaching Zoom classroom discourse higher education multimodality discourse complexity |
| title | Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface |
| title_full | Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface |
| title_fullStr | Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface |
| title_full_unstemmed | Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface |
| title_short | Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface |
| title_sort | teaching via zoom emergent discourse practices and complex footings in the online offline classroom interface |
| topic | online teaching Zoom classroom discourse higher education multimodality discourse complexity |
| url | https://www.mdpi.com/2226-471X/6/3/148 |
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