The Sociology of Digital Classroom: An Analytic Autoethnograhy on Interaction Problems

There is a meaningful relationship between the technology that societies have and their lifestyles. Microelectronics-based information/communication technologies have determined today's dominant technology as digitalization; this technology permeates all areas of life, including education. The learning environment of the learners in the classroom is also affected by the technology adopted. Digital classrooms have transformed the forms of interaction that build the sociality of a classroom and are a necessity for learning. In this regard, the aim of this study is to examine the forms of communication and interaction between teachers and learners in digital classrooms. Analytical autoethnography was adopted as a method. The researcher’s (active) participation within the social context being studied, which allows for both experiencing and shaping it, has been a significant consideration in the selection of the research method. The diaries kept by the researcher in the study are the main data collection tools. According to the research findings, the status of the teacher in a digital classroom, his predisposition to digital elements, and the educational approaches he uses in the learning-teaching process are significant in the success of interaction among participants. It was found that the primary reason for lack of motivation stems from positive aspects, such as the flexibility offered by digital classrooms. Low motivation causes concentration problems; it was observed that concentration issues led students to engage in cyber-loafing activities and to follow the lesson through asynchronous recordings later. It is also among the findings that situations in which the teacher has problems with his leadership during synchronous lessons negatively affect the interaction between members.