What does this research mean for the field?

In online teaching, the lack of physical bodily exchange disrupts the 'tuning-in' process between teachers and students, but this challenge can be mitigated by employing activities with predefined interactional courses to establish rhythmic communication. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

Investigate how temporal communication barriers and 'tuning-in' processes unfold between educators and learners during video-based online instruction.

September 10, 2026Human StudiesOpen Access

Tuning-in online: exploring the temporal dimension of teacher-student communication in video-based teaching

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Authors

MBMalene Engsig Brodersen JBJørn Bjerre

Discussion

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Overview

Qualitative observational study reveals disrupted bodily synchronization during online classes in middle-school students, suggesting structured interactional routines restore communicative rhythm.

Key Points

Investigate how temporal communication barriers and 'tuning-in' processes unfold between educators and learners during video-based online instruction.
Applied a social phenomenological framework based on Alfred Schutz's theory of social reality.
Conducted an observational field study analyzing two video sequences of online classroom sessions in a Danish seventh-grade class during the COVID-19 lockdown.
Online teaching environments truncate the reciprocal bodily exchanges needed for cognitive synchronization, leaving educators and pupils isolated in separate perceptual realities.
Instructional tasks organized around predefined interactional formats successfully establish rhythmic cycles of communicative appeals and responses between teachers and students.

Cite This Study

Brodersen et al. (2026) studied this question.

synapsesocial.com/papers/6aa27a2a58559d80afc72da4 https://doi.org/10.1007/s10746-026-09860-2

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September 10, 2026Human StudiesOpen Access

Tuning-in online: exploring the temporal dimension of teacher-student communication in video-based teaching

View Full Paper

Ask AI

Bookmark

Authors

MBMalene Engsig Brodersen JBJørn Bjerre

Discussion

Member takes

Overview

Qualitative observational study reveals disrupted bodily synchronization during online classes in middle-school students, suggesting structured interactional routines restore communicative rhythm.

Key Points

Investigate how temporal communication barriers and 'tuning-in' processes unfold between educators and learners during video-based online instruction.
Applied a social phenomenological framework based on Alfred Schutz's theory of social reality.
Conducted an observational field study analyzing two video sequences of online classroom sessions in a Danish seventh-grade class during the COVID-19 lockdown.
Online teaching environments truncate the reciprocal bodily exchanges needed for cognitive synchronization, leaving educators and pupils isolated in separate perceptual realities.
Instructional tasks organized around predefined interactional formats successfully establish rhythmic cycles of communicative appeals and responses between teachers and students.

Cite This Study

Brodersen et al. (2026) studied this question.

synapsesocial.com/papers/6aa27a2a58559d80afc72da4 https://doi.org/10.1007/s10746-026-09860-2

View Full Paper

Ask AI

Bookmark