Abstract
This paper explores synchronous remote teaching as a pedagogical practice and elaborates upon a framework with which to understand the practice theoretically. The empirical backdrop comprises remote teaching practice in Sweden, where this practice is implemented via digital technology and with an onsite facilitator who is present with the students. The pedagogical triangle is revisited, examined, and explored in relation to remote teaching as a new pedagogical practice. In the theoretical elaboration, the pedagogical triangle is reshaped into a pyramid due to the onsite facilitator’s participation in the remote teaching. This elaboration is a first step to establishing a theoretical understanding of remote teaching practice on its own terms.
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