“All Zoomed Out”: Strategies for Addressing Zoom Fatigue in the Age of COVID-19

Abstract

The COVID-19 pandemic has impacted institutions of higher education, and as a result, many educators are now experiencing Zoom fatigue. Institutions of higher education have moved to online or remote learning and are integrating web conferencing tools such as Zoom, WebEx, and Adobe Connect for course delivery. Many educators have reported an overutilization of technology, which has resulted in technostress. Technostress has been shown to affect physical and mental health. As more institutions of higher education move to remote learning, it will require a collective response from educators and from colleges and universities. The purpose of this article is to explore how the technostress model can be used as the framework to provide strategies to recognize and address Zoom fatigue.

Task Level Decrease Commitment Due to Zoom Fatigue In Nursing Faculty, Padjadjaran University

“…This can be seen from the large number of respondents who experience zoom fatigue with 122 respondents experiencing zoom moderate category fatigue and as many as 31 respondents experienced zoom high category fatigue . Zoom height fatigue experienced by students will have an impact on the quality of academic skills (Bullock, Colvin, & Jackson, 2021). This statement is supported by Malik (2020) who says that when someone experiences zoom Fatigue can trigger changes in concentration related to the activities being carried out, as a result, the possibility of a decrease in academic skills from student competencies can occur.…”

Massive Distance Education: Barriers and Challenges in Shifting to a Complete Online Learning Environment

“…Now, with campus lockdown, many higher education institutions and teachers use common online video conferencing tools such as Google Meets, Microsoft Team, or Zoom (Almendingen et al, 2021 ; Jindal et al, 2021 ). Higher education institutions have moved all learning online and utilized web conferencing tools for course content delivery (Bullock et al, 2021 ). Serhan ( 2020 ) states that the use of video conferencing tools is not new in the education field.…”

“…Notably, students are unprepared and overwhelmed with the given information and they may not have all the necessary technological skills to navigate around the online learning platforms. Bullock et al ( 2021 ) mentioned the overuse of technology could lead to extra stress both mentally and physically as more higher education institutions move to online learning. In addition, learners are experiencing a lack of physical interaction such as body gestures and facial expressions or responses in Zoom classes (Peper et al, 2021 ).…”

How Can Language Be Used to Reduce Zoom Fatigue? (A Neurolinguistic Study)

“…Zoom fatigue results from the sudden mass adoption of technology that has disrupted the normal, instinctive, and subtle ways of communicating that have evolved throughout history to help humans survive. Zoom fatigue causes individuals to experience energy depletion, manifested in the degradation of motivation when doing tasks and selfcontrol (Bullock, 2022). Video conferencing allows us to communicate in different ways with prolonged eye contact, reduced body movement, and the need to increase expression by forcing ourselves to stay focused on the camera (Dodge, 2020), thus requiring more focus ability than face-to-face chat.…”