https://sites.google.com/view/zoomingfatigue

Avoiding the ill effects of Zoom

Zoom (and other videoconferencing) fatigue was recognized early in the remote learning efforts of 2020. It is real. We have learned much about the cause and some about how to avoid the symptoms that impair communication and learning. Zoom fatigue is a recognized condition. The popular media has picked up on this phenomenon worldwide. https://www.bbc.com/worklife/article/20200421-why-zoom-video-chats-are-so-exhausting Some have suggested that the microdelays in audio and the extended focus on lower-resolution, poorly illuminated portrait images of participants contribute to fatigue. Almost certainly, there are a variety of such factors that contribute to the fatigue.

Zoom Burnout Is Real — but It’s
Worse for Women.

By Alisha Haridasani Gupta, NY Times

In a new study, women reported higher levels of fatigue associated with video calls than men. The solution, though, isn’t as simple as not having video calls. Now, research from Stanford University published on Tuesday found that women experience significantly more Zoom fatigue than men. The research, which hasn’t been peer-reviewed, suggests that video calls simply amplify the longstanding gender dynamics in group settings and exacerbate an already wide gender stress gap, with women consistently reporting more stress and stress-related health conditions than men, according to the American Psychological Association.
https://www.nytimes.com/2021/04/13/us/zoom-fatigue-burn-out-gender.html

In the beginning of online learning....

Engagement and interaction was conducted through "asynchronous" modes of discussion boards without "synchronous" interactions. Even prior to learning management systems, "bulletin boards" were used via dial-up modems to conduct disucssions. An oft-quoted adage in edtech is:

"Never use technology for technology's sake alone; rather let sound pedagogical practices drive the use of technology. "

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Why do you use Zoom?

How does it enable you to most efficiently achieve your learning outcomes?
What advantages does it provide?
At what cost?

NOTE: this site is designed as a Zoom-friendly presentation that can also be a Zoom-free module. It is populated with visuals to capture interest as one progresses. It also includes leading questions to encourage either discussion or reflection. I have not assessed this site, but creating such a module and testing retention of key learning outcomes, as well as student satisfaction, might provide an opportunity for micro-research.

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Here's an article on how that asynchronous mode continues to be successfully used:

Goodbye, Zoom Fatigue
Lucy Biederman shares some ways to teach effective online classes without using any videoconferencing tools at all.

By Lucy Biederman (Lucy Biederman is assistant professor of creative writing at Heidelberg University.)

.... At the rural, small liberal arts college where I teach a 4-4 load consisting of first-year writing, creative writing and other writing courses, students bring to their coursework motivation to build skills that will support them in future careers. Faculty members are motivated to impart to students values like critical thinking and lifelong learning. Over the past two semesters, I’ve found that synchronous Zoom courses do not serve either my goals for the students or students’ goals for themselves. In Zoom, no matter what tips or tricks I try, my students are passive, and I leave sessions exhausted.

It feels like a risk to teach without Zoom -- and students have also told me that learning that way feels like a risk. But in my writing courses, I task students with taking risks in their writing, so a course that presents students with new ways of learning suits the course’s goals.

So what can you do besides Zoom?

https://www.insidehighered.com/advice/2021/03/31/ways-teach-effectively-online-without-zoom-or-other-videoconferencing-tools

Faculty Focus: Seven Online Discussion Ideas to Explore Concepts through Convergent Thinking

In this five-part article series, we look at ideas for structuring an online discussion. These inspirations were chosen because they address concerns that discussion forums need to give learners options in the way they participate, in the way they give each learner the opportunity to contribute something unique that is worth reading (i.e. the responses are not repetitive), and learners have an opportunity to express themselves and form communities (Schultz et al., 2020).

https://www.facultyfocus.com/articles/online-education/online-student-engagement/21-ways-to-structure-an-online-discussion-part-three/

The contributing factors, depending on their adjustability, serve as potential therapeutic targets to alleviate fatigue and salvage the aspects of social interaction that were once unconscious and taken for granted. Exploring alternative and more explicit ways to improve perceived reward psychologically during virtual communication may be a therapeutic approach for not only Zoom fatigue, but the mental and physical toll that comes with it. https://www.psychiatrictimes.com/view/psychological-exploration-zoom-fatigue

Connecting the dots between engagement and learning: Impact of internal states on learning

-College of Engineering, Carnegie Mellon University, Science Daily

New collaborative research examines how changes in internal states, such as engagement, can affect the learning process using BCI technology. The collaborative research, published in Nature Neuroscience, examined how changes in internal states, such as arousal, attention, motivation, and engagement can affect the learning process using brain-computer interface (BCI) technology. Findings suggest that changes in internal states can systematically influence how behavior improves with learning, thus paving the way for more effective methods to teach people skills quickly, and to a higher level of proficiency.

https://www.sciencedaily.com/releases/2021/04/210401131158.htm

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So, you have decided to use Zoom

What are Zoom's strengths and weaknesses as a mode of delivery/engagement?
How can you best respect your students' preferences and schedule avalabilities?
Do you use alternative methods of engagement when they may be more effective?
Do you provide a break in your zooming schedule to facilitate reflection?

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How to Overcome Classroom Zoom Fatigue

Elizabeth Stone shares the strategies she used to transform her recent Zoom class into one of the most gratifying teaching experiences she'd ever had.

By Elizabeth Stone (Elizabeth Stone is a professor of English at Fordham University, teaching literature, writing and creative writing.)

August 19, 2020

The Week Before the Class Begins

Invite students to meet with you informally in small groups. Two weeks before class began, I emailed the students. I said that since I’d never met any of them, I would set up voluntary meetings -- 20 minutes or so in our Zoom room -- where four or five of us could chat and introduce ourselves to one another. By the day class began, 15 of my 19 students had met me and one another, and we had a remarkably relaxed first meeting.

Take notes on what they tell you about themselves.

Share more about yourself than usual.

Draw on your students’ online experience.

Explicitly ask students to consider talking in class more than they might. And, fast-forward: they did.)

Once Class Begins

After the class has begun, bolster students’ connections to one another and to you. And go for student-centered rather than teacher-centered.

Regularly use the breakout rooms.

Build in brief student presentations.

Assign and draw on students’ “reader-response” blogs daily.

Require conferences.

Make Zoom technology into your ally in building connection.

https://www.insidehighered.com/advice/2020/08/19/advice-how-make-zoom-classes-energizing-and-community-building-opinion

.... “People have to hop off one Zoom meeting and hop on to the next one. They don’t really have room to breathe, to then become really settled and engaged with the meeting,” he said.

Barankay’s point is underscored by new research into Zoom fatigue. According to some studies, the core dilemma in videoconferencing is the trade-off between risk and reward. In-person social interactions are associated with reward, affecting the neurological pathways in the brain that boost alertness. But virtual interactions require greater cognitive and physical effort, which can lead to stress....

https://knowledge.wharton.upenn.edu/article/zoom-meetings-are-here-to-stay-can-we-beat-the-fatigue/

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Engaging students using Zoom

What are the less-effective ways of engaging students in Zoom?
How can Zoom best engage students?
Are we choosing the best strategy/technology for each situation?
For example: group projects, discussions, journals, blogs

Here are four examples from the University of Akron: https://buchtelite.com/40851/uncategorized/ua-faculty-shifts-to-online-education-in-innovative-ways-due-to-covid-19/

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Let's remember - it's all about the students.

Online Learning is Exhausting

Samantha De Loera (Samantha De Loera is a Junior at Saint Xavier University, double majoring in Political Communication & Advocacy and Political Science)

"There is a little bit over a month left of the spring semester at Saint Xavier. This semester has been really stressful for me, so I could not be happier that the semester is almost over. School is already stressful enough as is, and going to college during a pandemic is definitely not making it any easier. I am currently taking all online classes this semester, and I can say that there are both pros and cons to this. I like having all online classes because I am able to stay in the comfort of my own home while I do my homework or join zoom classes.... It is also easier for students to ask questions about the course material if it is in a classroom setting. I know that I personally do not ask many questions about course material that I do not understand because I feel like I am bothering the professors. I also understand that the professors are trying their best and doing what they can during this confusing and difficult time. Online learning is exhausting to both the students and the professors. Students and professors deserve a lot of credit for what they are doing during these challenging times.

https://sxustudentmedia.com/online-learning-is-exhausting/

How can you keep up with the daily developments and trends?

Online: Trending Now: Ray's bi-weekly columns in Inside Higher Ed

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Contact Ray

rschr1@uis.edu ~ rayschroeder@gmail.com - ray@upcea.edu

@rayschroeder

Associate Vice Chancellor for Online, Professor Emeritus

University of Illinois Springfield

Senior Fellow, University Professional and Continuing Education Assn.

https://rayschroeder.com

217-206-7531