In the master's thesis, we investigate the ways of communication between students when solving a physics activity remotely. The activity is on the topic of a lesser-known experiment with an electroscope and was previously designed according to the principles of the ISLE (Investigative Science Learning Environment) approach. For the needs of the research, we adapted the activity for remote work and held video meetings with small groups of students who solved the activity in the Zoom environment. We recorded the meetings and performed a multimodal analysis of selected parts of the recordings. Based on the observations and analysis, we made an overview of the representations used by the students and described the communication patterns and peculiarities observed when using different representations due to the remote environment. Based on the observed patterns, we formulated three broad hypotheses about communication among students in remote learning, namely, (1) that limiting the use of certain communication options to specific individuals can be productive and can assist students in coordinating ideas, (2) that a creator's experience of their gesture differs from how others perceive the gesture, and (3) that imitating the execution of an experiment and imitating the response of experimental equipment through gestures can help students gain a better understanding of the experiment and grasp the associated concepts, even when actual experimental equipment cannot be used.
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