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MISSOURI ONLINE RECOMMENDS
Missouri Online’s self-paced mini-course Sprint 3.B: Less Zoom doom, more engagement will help you learn more about high-engagement, active learning strategies for effective class discussions. You can use these in (and around) your synchronous meetings, taking advantage of tools already available in Zoom and Canvas. The content here provides a preview of the mini-course. Follow the link to self-enroll and learn more.
In online learning, particularly in online synchronous classes, using video conferencing technology for real-time interactions to support student learning can present challenges, such as Zoom fatigue and disengagement. However, with the right strategies, educators can create inclusive and engaging virtual learning environments. This mini-course explores practical steps to mitigate Zoom fatigue and enhance active learning in online discussions.
Understanding Zoom fatigue
Zoom fatigue is characterized by exhaustion and disengagement during online discussions on platforms such as Zoom. Factors contributing to this phenomenon include excessive eye gaze, cognitive load, self-evaluation from video, and constraints on mobility. Additionally, marginalized groups may experience heightened pressure and fatigue due to online meeting dynamics.
Taking action
To address Zoom fatigue, educators and participants can implement practical measures, such as finding quiet spaces, ensuring accessibility to materials, offering flexibility with camera usage, and scheduling breaks. However, fostering engaging discussions requires more than logistical adjustments; it necessitates active learning strategies.
Why active learning matters
Active learning techniques have been proven effective in improving student performance and critical thinking skills across disciplines. Moreover, they promote inclusivity by benefiting students who may have been disadvantaged in traditional learning settings. Employing active learning strategies is essential for creating dynamic and equitable virtual classrooms.
Guidelines for Zoom discussions
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Be structured during your meeting: Provide clear expectations, goals, and discussion topics to maintain focus and organization during Zoom meetings.
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Be flexible within your meeting: Recognize and accommodate students' diverse learning environments and technological challenges by offering alternative participation options and flexible, communicated policies regarding students missing any meeting(s).
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Provide varied support outside your meeting: Offer multiple avenues for students to seek assistance, including synchronous and asynchronous communication channels, to address individual needs effectively.
Example active discussion strategies
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Zoom case committee: Small groups collaborate to address course-related problems or scenarios, presenting their solutions in Zoom meetings.
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Zoom debate: Students explore conflicting perspectives on course topics, engaging in structured discussions facilitated by the instructor.
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Think - breakout room pair - share: Individuals and groups respond to prompts individually and collaboratively in breakout rooms before sharing insights with the larger class.
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Zoom jigsaw: Students work in groups to develop and teach lessons on specific topics, promoting collaborative learning and knowledge sharing.
Conclusion
Effective online synchronous discussions require proactive measures to combat Zoom fatigue and promote active engagement. By implementing strategies such as structuring discussions, offering flexibility, and using active learning techniques, educators can create vibrant virtual learning environments that foster inclusivity and student success.
References
Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1).
Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE—Life Sciences Education, 13(3), 453–468.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Shockley, K. M., Gabriel, A. S., Robertson, D., Rosen, C. C., Chawla, N., Ganster, M. L., & Ezerins, M. E. (2021). The fatiguing effects of camera use in virtual meetings: A within-person field experiment. Journal of Applied Psychology, 106(8), 1137–1155.
Created on June 27, 2024