摘要
The paper consists in an in-depth semiotic analysis of the spatiality of present-day online teaching as compared with that of the traditional classroom.Its spatiality,the paper contends,cannot be properly digitalized,because it is strictly dependent on embodiment.The embodied spatiality of a classroom,it is argued,is nevertheless fundamental to bring about the ritual transfiguration that underpins the didactic experience and its socio-cultural functions.Hence,the urgent need to rethink digital teaching environments in relation to these crucial lacks,which only semiotics,with its specific attention to non-verbal elements of communication—including spatiality—is fully equipped to detect.
