Abstract

Author:
Mr. Jayson D. Pentinio, MAEd

Doi: 10.26480/eldn.02.2023.105.107

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Classroom interaction is a relevant means of course content exchange among classroom interlocutors. Unquestionably, interaction between the teacher and the students became a challenge during the pandemic, especially that classes transitioned to the virtual format. In order to help address the problem, this descriptive research was conducted to describe science classroom interaction in tertiary education in the virtual format in the time of COVID-19 pandemic among 22 participants using Flanders Interaction Analysis Categories System (FIACS). The thorough analysis using FIACS revealed that the virtual classroom interaction in the time of pandemic is highly teacher-centred. It was dominated by Teacher Talk, particularly Lecture/Lecturing, which indicates that teachers often act as sage on the stage who gives facts and explains ideas in the teaching and learning process. Also, the virtual classroom interaction was predominantly Content Cross and minorly student-focused which indicates teacher dependence on questions and lectures and least students’ involvement. In this setup, students become passive listeners of content for poor verbal involvement. This justifies the need to upskill teachers on online pedagogy and the use of virtual space, flexible learning interaction and the Art of Questioning to transform teacher-centred classroom interaction and instruction to a learner-focused classroom.