The Covid-19 crisis changed the educational landscape. In Sweden, as in many other countries, school leaders, teachers, and students faced a completely new situation, as teaching would immediately be conducted remotely. It offered an opportunity to continue teaching in a crisis, while giving rise to new questions and dilemmas. This study aims to explore aspects of interaction in the virtual classroom. The context is four high schools in Sweden. Data includes a teacher survey and ten workshops with teachers and school leaders. The interaction order framework is used as an analytic lens. The results draw a multifaceted picture of interaction that involves both increased and reduced contact with, and control over, the students and their activities. Some students find a place in the virtual classroom that they previously lacked, while others “disappear behind the screen.” Contributions include unpacking the complex role of interaction in the virtual classroom and providing implications for teachers and school leaders.

Covid-19危机改变了教育格局。与其他许多国家一样，在瑞典，学校领导，老师和学生都面临着全新的局面，因为立即进行远程教学。它提供了一个在危机中继续教学的机会，同时引发了新的问题和困境。这项研究旨在探讨虚拟教室中交互的各个方面。背景是瑞典的四所中学。数据包括一次教师调查以及与教师和学校负责人举行的十个讲习班。交互顺序框架用作分析镜头。结果描绘了互动的多面性，涉及增加和减少与学生及其活动的接触以及对学生及其活动的控制。一些学生在虚拟教室中找到了以前缺少的地方，而其他人“消失在屏幕后面”。贡献包括解开虚拟教室中互动的复杂角色，并为教师和学校领导者提供启示。