The registration and analysis of interactions in virtual classrooms: a methodological proposal

Abstract

The contingency caused by SARS COV-2 in 2020 and 2021 has spread technology-mediated education and the implementation of particular strategies to attend the teaching-learning process in virtual classrooms. The study of interactions in a virtual classroom is a new object of study focused on the way in which the constituents of teaching practice are developed in this context. This essay offers a methodological proposal for the analysis of interactions in virtual classrooms based on the contributions of virtual ethnography and the interactionist approaches of Isabelle Vinatier. The proposal has three moments: the ethnographic record of the virtual exchanges, the interactionist analysis of the virtual teaching practice and the presentation of a practical case. The essay concludes with reflections on the contributions of Vinatier’s interactionist model for the analysis of virtual classrooms.