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 same physical space (fractured ecologies), drastic changes in everyday procedures routines of teaching become an immediate necessity. In this paper, we trace some effects situation online classes three experienced university early days pandemic. We zoom on dimensions classroom interface such as: turn-taking procedures, socialization, peer scaffolding feedback; strategic footing institutional conversational roles; joking humor. Not surprisingly, found that systematic absence multimodal contextualization cues like gaze direction tracing origin sound/speech were trouble source these multiparty settings. also saw, however, successful reinventing themselves devising ways deal with changed circumstances. end paper number implications for research into interface, both offline.