Porovnanie gest učiteľky počas online a prezenčného vyučovania geometrie na prvom stupni základnej školy
Comparison of teacher’s gestures in online and in face-to-face teaching during geometry lessons in primary education

Summary/Abstract: The subject of interest of the presented pilot case study was to observe, how online teaching influenced non-verbal communication, specifically the gestures of a class teacher in the fourth grade during a geometry lesson. We compared two video recordings: an online lesson lasting 30 minutes, 33 seconds and regular geometry lesson in person in classroom lasting 35 minutes, 19 seconds, both rewritten in the CHAT system. Following J. Mistrík (1997) we classified the teacher’s auto-semantic gestures as deictic, iconic, symbolic and contact. We also registered adaptors according to DeVito (2008). Our analysis shows that the teacher observed in teaching geometry lessons at primary level used gestures most effectively. This is evidenced by the predominance of deictic gestures, mostly aimed at the blackboard and the subject of the lesson (geometric shapes and assignments on the blackboard) during online and regular face-to-face lesson in the classroom. However, online teaching has influenced the teacher’s gestures both in the number of gestures used (significantly less in online teaching) and in the different representation of the occurrence of individual types of gestures. In online teaching, there was a higher tendency to use iconic gestures to illustrate the subject taught and a tendency to almost not use symbolic gestures to express consent or disagreement with the pupil’s answer. In online teaching, we have also observed a significant reduction in contact gestures and adaptors. During the regular face-to-face teaching, we noticed a specific use of symbolic gestures for the teacher to nod in advance as if instead of the pupils. The most common adaptor in face-to-face teaching was adjusting the face mask.

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