From classroom to Zoom room: Exploring instructor modifications of visual nonverbal behaviors in synchronous online classrooms

Asperger syndrome (AS) is a form of high-functioning autism characterized by qualitative impairment in social interaction. People afflicted with AS typically have abnormal nonverbal behaviors which are often manifested by avoiding eye contact. Gaze constitutes an important interactional resource, and an AS person’s tendency to avoid eye contact may affect the fluidity of conversations and cause misunderstandings. For this reason, it is important to know the precise ways in which this avoidance is done, and in what ways it affects the interaction. The objective of this article is to describe the gaze behavior of preadolescent AS children in institutional multiparty conversations. Methodologically, the study is based on conversation analysis and a multimodal study of interaction. The findings show that three main patterns are used for avoiding eye contact: 1) fixing one’s gaze straight ahead; 2) letting one’s gaze wander around; and 3) looking at one’s own hands when speaking. The informants of this study do not look at the interlocutors at all in the beginning or the middle of their turn. However, sometimes they turn to look at the interlocutors at the end of their turn. This proves that these children are able to use gaze as a source of feedback. When listening, looking at the speaker also seems to be easier for them than looking at the listeners when speaking.

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DIGITAL TOOLS TO SUPPORT A QUASI-SYNCHRONOUS ONLINE GEOLOGY FIELD CAMP EXPERIENCE

10.1130/abs/2020am-358658 ◽

2020 ◽

Author(s):

Lorraine Carnes ◽

◽

Joseph G. Hurst ◽

Thomas G. Sharp ◽

Arjun M. Heimsath

Keyword(s):

Digital Tools ◽

Synchronous Online

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Instructor Prompts and Student Engagement in Synchronous Online Nutrition Classes

American Journal of Distance Education ◽

10.1080/08923647.2020.1726166 ◽

2020 ◽

Vol 34 (3) ◽

pp. 194-210 ◽

Cited By ~ 1

Author(s):

Todd C. Shoepe ◽

John F. McManus ◽

Stephanie E. August ◽

Nicholas L. Mattos ◽

Tomasina C. Vollucci ◽

...

Keyword(s):

Student Engagement ◽

Synchronous Online

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Engaging Learners in Synchronous Online Training Using Facial Expression Analysis Technology

IEEE Engineering Management Review ◽

10.1109/emr.2021.3079840 ◽

2021 ◽

pp. 1-1

Author(s):

Serap Zel ◽

Gazi Murat Duman ◽

Elif Kongar

Keyword(s):

Facial Expression ◽

Expression Analysis ◽

Online Training ◽

Facial Expression Analysis ◽

Synchronous Online

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E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽

10.1177/0033688220985274 ◽

2021 ◽

pp. 003368822098527

Author(s):

Benjamin Luke Moorhouse ◽

Yanna Li ◽

Steve Walsh

Keyword(s):

Language Learning ◽

Online Teaching ◽

English Language ◽

Teacher Educators ◽

Language Teachers ◽

Online Environment ◽

Management Competencies ◽

Face To Face ◽

English Language Teachers ◽

Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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