Interaction in virtual classrooms: Challenges and strategies for teachers

Abstract

Interaction in a classroom leads to improved learning experience and better performance. The purpose of this study was to explore how university teachers experience interaction between teachers and students in virtual classrooms. We gathered and analysed interviews with six teachers at Lund University, survey data from a pedagogical seminar, and conducted a review of related literature. The study was conducted roughly one year after the emergency transition to online teaching due to the Covid-19 pandemic, when teachers had to adopt their methodologies to a completely new setting. Their overall attitudes to teacher-student interaction in virtual classrooms were rather ambiguous, describing some major challenges – regarding non- verbal communication, relationships, participation, and distractions – as well as positive effects and opportunities. Among the opportunities, interviewees described, for instance, the possibility to use hybrid teaching in the future, combining pre-recorded lectures with more intensive live discussions to promote and increase interaction.