Decoding Students' Digital Body Language through the Lens of Teachers: A Phenomenological Sketch

Abstract

This research focused on digital body language (DBL) in the context of Online Distance Learning (ODL). In ODL, students and teachers rely on digital platforms and technologies for learning, replacing traditional in-person interaction. DBL, a systematic technique to interpret digital signs similar to physical signs, has emerged to understand body language during digital communication. This study employed Husserlian phenomenology to explore teachers' experiences with students' digital body language during virtual consultations. Eight ODL teachers participated in web-based interviews, and the data were transcribed and analyzed using Colaizzi's (1978) method. The analysis revealed three themes: (1) Building Connections, (2) Threats to Connections, and (3) Varieties in Connections. These findings demonstrate that teachers perceived students' digital body language as positive and negative experiences. The insights gained from this study provide valuable input for teachers and administrators to enhance communication among students and teachers in the virtual learning environment, extending beyond the challenges of the new normal.