A Pilot Study to Determine if Playing Music Before Class Enhanced the “Zoom” Online Learning Environment in a Preclinical Science Course

Abstract

The COVID-19 pandemic forced students and educators to shift from the traditional physical classrooms (face to face) to online platforms such as the Zoom to host live synchronous sessions. Although this video teleconferencing software facilitated communication between students and faculty around the world, technically the blank, silenced log-in screens removed the "connectedness" of the classroom. A medical educator plays music during the pre-class Zoom synchronous session as an approach to encourage a positive learning environment in a preclinical science course.

Web tools as e-icebreakers in online education

“…More specifically, most of the authors just mentioned that they used e-icebreaker to help students get to know each other or create a discussion board where students posted something particular or interesting about themselves and made comments on their posts (Abou-Khalil et Bell & MacDougall, 2013;Bury et al, 2006;Caruana & Camilleri, 2019;D. Conrad, 2002;Delmas, 2017;Hench, 2012;Leslie, 2020;O'Dea, 2021;Reushle & Mitchell, 2009;Rolé, 2020;Ruing & Mardiani, 2021;Walcott-Bedeau, 2022;Wang et al, 2003). However, there was no further information regarding how these studies conducted e-icebreakers and which web tool they used to deliver it in the course.…”

Online Learning Process During the New Normal Post COVID-19 in Indonesia: A Case Study at the Universitas Negeri Padang

“…The advantage of the ZOOM App platform is that students and lecturers can interact directly with offline lectures. However, internet network constraints are the main obstacle for this facility 15,16,17,18 researched online learning implementation during the new normal post-COVID-19 in higher education. The results show that online learning platform applications such as Youtube, ZOOM, Google Meet, and Google Classroom can facilitate lecturers in teaching and undergraduate students to access lecturer material.…”

Fatiga digital en estudiantes universitarios como consecuencia de la enseñanza online durante la pandemia Covid-19

“…La migración hacia la educación en línea aumentó la cantidad de horas que profesores y estudiantes pasaron frente a las pantallas, ya sea para gestionar los procesos de aprendizaje en plataformas digitales LMS (Learning Management System), así como para atender clases mediante videollamadas (Ebner & Greenberg, 2020;Schuler et al, 2021), principalmente en Zoom y Google Meet (Walcott-Bedeau, 2022). En este contexto los estudiantes manifestaron un aumento de episodios de estrés y ansiedad asociados con el tiempo y dedicación a las actividades digitales, y no tanto relacionados con miedo o preocupación por los contagios de Covid-19 (García-González et al, 2022); del mismo modo, el aumento del trabajo frente a las pantallas se relacionó con trastornos del sueño (Zhang et al, 2021).…”