Abstract
This paper discusses faculty members’ and students’ experiences with the use of videoconferencing in online courses. When COVID-19 forced colleges and universities to abruptly transition their in-person courses online, many professors instinctively turned to videoconferencing tools as a substitute for face-to-face interactions. The extensive implementation of synchronous online instruction presented various opportunities and challenges. Notably, a new phenomenon, Zoom fatigue, was quickly identified in the popular press. The research explores videoconferencing use, its effects, and the problem of Zoom fatigue in higher education by sharing findings from a qualitative case study. The paper examines videoconferencing use, and specifically Zoom fatigue, from a communication perspective. The effects of the communication technology tool on the college classroom will be explored, including how faculty and students experience the synchronous, virtual classroom. The concept of Zoom fatigue will be defined and examined, in relation to the communication process. Finally, recommendations for the effective use of synchronous online instruction will be presented. Although videoconferencing technology had existed for years, the events of 2020 normalized videoconferencing in many settings, including higher education. How colleges and universities respond long term to the lessons they take from 2020 will shape higher education and learning for the foreseeable future. This research will inform stakeholders how to effectively include videoconferencing as part of their digitized instruction to encourage student success.
Presenters
Chandra MassnerProfessor, Communication, University of Pikeville, Kentucky, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Communication, Higher Education, Videoconferencing, Zoom Fatigue
