The Body in Online Teaching: Presence or Absence of Gaze and Gestures

Autor/in	Paoletti, Gisella
Titel	The Body in Online Teaching: Presence or Absence of Gaze and Gestures
Quelle	In: Research on Education and Media, 14 (2022) 1, S.55-61 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paoletti, Gisella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2037-0830
DOI	10.2478/rem-2022-0007
Schlagwörter	Nonverbal Communication; Human Body; Eye Movements; College Faculty; Distance Education; Video Technology; Technology Uses in Education; Educational Technology; Teaching Methods; Barriers; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Menschlicher Körper; Augenbewegung; Fakultät; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Italien
Abstract	In this note, we analyse the use of gestures and gazes by a group of university lecturers while distance teaching. We investigated the video lessons produced and recorded by 22 lecturers, with the purpose of spotting the presence of signalling behaviours such as glances aimed at drawing the attention to parts of the screen, or pointing gestures, or ad hoc devices such as the mouse tracker or text highlighting. The guiding hypothesis behind this study is that the introduction of new tech devices for distance teaching might amplify the difficulties in signalling and attention guidance by the teachers, thus reducing the efficacy of such signalling as aids for comprehension and learning. The data we collected appear to support this hypothesis and induce interesting suggestions and guidelines towards avoiding the spotted problems. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01