Synchronous online lectures in emergency remote teaching: the role of immersion, interaction scripts and group awareness

Abstract

Switching to synchronous online lectures during the Covid-19 pandemic poses many challenges for teachers. On-site and online lectures are different in ways that may add new challenges for teachers and students and thus affect teaching quality. While there is a substantial amount of research on conducting online courses and fostering online communication and interaction, the specifics of lectures and the challenges imposed by the emergency shift to an online format are still understudied. Thus, in this contribution, we discuss three core aspects that need re-investigation when switching to an online format: the teaching context, the availability of social information and the social requirements of the learning scenario. The Learning Sciences are equipped to answer to such challenges by providing evidence-based information on requirements and (technological) support for social interaction processes within education.