In-Person or Virtual? – Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues

Murdaugh, Kristen; Hausknecht, Josipa Bainac; Herbst, Christian T.

doi:10.1016/j.jvoice.2020.08.027

Cited by 10 publications

(9 citation statements)

References 11 publications

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“…As for professional activities, most teachers did not participate in classes and face-to-face meetings, but prepared classes and activities for students, recorded videos of classes, gave online/ live classes, held virtual meetings, and took questions from students/guardians (over phone, email, WhatsApp, among others). These findings agree with those of other studies on teachers (19) following the WHO guidelines on social isolation and distancing (1).…”

Section: Discussionsupporting

confidence: 93%

Impact of the COVID-19 pandemic on vocal self-perception and predictive factors in teachers

Pereira

Silva

Dassiê-Leite

et al. 2022

Audiol., Commun. Res.

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Purpose This study aims to analyze the self-perception of vocal effort, vocal signs and symptoms, and vocal fatigue in teachers before and during the COVID-19 pandemic; and factors related to sociodemographic and occupational data that could predict self-perception during the pandemic Methods Participants were 263 Brazilian teachers working from in-home office during the pandemic. They answered a questionnaire on sociodemographic and occupational data, adapted Borg CR10-BR for vocal effort ratings, Vocal Signs and Symptoms List, and Vocal Fatigue Index. The vocal self-assessment questionnaires were answered twice, considering the period before and during the pandemic. Results The self-perception of vocal effort, vocal signs and symptoms, and vocal fatigue during the pandemic in teachers was lower than before the pandemic. In comparing outcomes due to vocal complaints, teachers with no vocal complaints presented lower values than those with vocal complaints. Teachers with vocal complaints during the pandemic showed greater self-perception of vocal fatigue. Teachers at early education, elementary, and high schools self-reported more vocal signs and symptoms before than during the pandemic. Conclusion In general, teachers report decreased vocal effort and vocal signs and symptoms during the COVID-19 pandemic. Teachers with vocal complaints have a higher perception of vocal effort, vocal signs and symptoms, and vocal fatigue. The presence of vocal complaints and the variables related to vocal demand during the pandemic are related to the perception of vocal effort, vocal signs and symptoms, and vocal fatigue.

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Section: Discussionsupporting

confidence: 93%

Impact of the COVID-19 pandemic on vocal self-perception and predictive factors in teachers

Pereira

Silva

Dassiê-Leite

et al. 2022

Audiol., Commun. Res.

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“…Quanto às atividades profissionais, a maioria dos professores não participava das aulas e encontros presenciais, mas preparava aulas e atividades para os alunos, gravava vídeos das aulas, dava aulas online/ao vivo, realizava reuniões virtuais e tirava dúvidas dos alunos/responsáveis (por telefone, e-mail, WhatsApp, entre outros). Esses achados concordam com os de outros estudos sobre professores (19) seguindo as orientações da OMS sobre isolamento e distanciamento social (1) .…”

Section: Discussionunclassified

“…A doença do coronavírus (COVID- 19), causada pelo vírus SARS-Cov-2, se espalhou rapidamente em todo o mundo. A OMS tem aconselhado medidas de proteção para controlar a propagação da doença, uma vez que essa se espalha principalmente pelo contato entre pessoas (1) .…”

Section: Introductionunclassified

Impacto da pandemia da Covid-19 na autopercepção vocal e fatores preditivos em professores

Pereira

Silva

Dassiê-Leite

et al. 2022

Audiol., Commun. Res.

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RESUMO Objetivo Analisar a autopercepção de esforço vocal, sinais e sintomas vocais e fadiga vocal em professores antes e durante a pandemia da COVID-19; e os fatores relacionados a dados sociodemograficos e ocupacionais que pudessem prever a autopercepção durante a pandemia. Métodos Participaram do estudo 263 professores brasileiros que estavam trabalhando em home office durante a pandemia. Eles responderam um questionário sobre dados sociodemográficos e ocupacionais, escala de Borg CR10-BR adaptada para classificação de esforço vocal, Lista de Sinais e Sintomas Vocais e Índice de Fadiga Vocal. Os questionários de autoavaliação vocal foram respondidos duas vezes, considerando antes e durante a pandemia. Resultados A autopercepção de esforço vocal, sinais e sintomas vocais e fadiga vocal durante a pandemia em professores foi menor do que antes da pandemia. Na comparação dos desfechos por queixa vocal, os professores sem queixa vocal apresentaram valores menores do que aqueles com queixa vocal. Professores com queixas vocais durante a pandemia apresentaram maior autopercepção de fadiga vocal. Professores de educação infantil, ensino fundamental e ensino médio relataram mais sinais e sintomas vocais antes do que durante a pandemia. Conclusão Em geral, os professores relatam diminuição do esforço vocal e dos sinais e sintomas vocais durante a pandemia de COVID-19. Professores com queixas vocais apresentam maior percepção de esforço vocal, sinais e sintomas vocais e fadiga vocal. A presença de queixas vocais e as variáveis relacionadas à demanda vocal durante a pandemia estão relacionadas à percepção de esforço vocal, sinais e sintomas vocais e fadiga vocal.

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“…Additionally, these changes in demands occurred rapidly; thus, there is a need to improve the adaptations made for remote education. 29 Remote teaching, unlike distance education, is a temporary and emergency approach to teaching that was implemented so that classes could continue during the pandemic to reduce educational losses. 30 Synchronous and asynchronous online classes delivered via distance education were a reality in several countries before the pandemic.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 and Remote Learning: Predictive Factors of Perceived Improvement or Worsening of the Voice in Brazilian Teachers

et al. 2021

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Objectives . Given the transformations in teaching modalities as a result of the COVID-19 pandemic, this study aimed to evaluate the factors associated with vocal self-perception during the pandemic and to investigate the ability of selected variables to predict changes in vocal self-perception in teachers with professional vocal demands during the investigated period. Study design . Cross-sectional survey. Method . A total of 1,126 teachers of both genders (ages 19 to 78 years, average 43.23 years) who were participating in remote teaching activities using their voice answered the online questionnaire. To characterize vocal changes (improvement, worsening or no change), the teachers’ self-assessment of their voice quality was considered; the association between the variables reported in the questionnaire and vocal changes was analyzed, as was the capacity of these variables for predicting voice changes. Results . Most of the teachers worked at a public school, reported having no previous voice changes or difficulties with their voice during online classes and indicated that they began to use their voice less often and with reduced intensity during the pandemic. Vocal demands were divided between teaching synchronous online classes, recording video lessons and participating in online meetings. Several variables were associated with voice improvement and worsening, and some had the capacity to predict voice changes: improvement in voice quality was associated with working in a public school or as an autonomous teacher, reduced voice use and, to a lesser extent, participating in online meetings, certain vocal habits and a reduction in vocal symptoms; worsening voice quality was associated with working in a private school, increased voice use, using the voice at a higher intensity, difficulty with the voice in online classes, vocal habits and vocal symptoms. Conclusion . The context of remote education has changed the way teachers communicate during classes, and monitoring is necessary to ensure that necessary adaptations are made to preserve the voice and ensure effective communication.

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In-Person or Virtual? – Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues

Cited by 10 publications

References 11 publications

Impact of the COVID-19 pandemic on vocal self-perception and predictive factors in teachers

Impact of the COVID-19 pandemic on vocal self-perception and predictive factors in teachers

Impacto da pandemia da Covid-19 na autopercepção vocal e fatores preditivos em professores

COVID-19 and Remote Learning: Predictive Factors of Perceived Improvement or Worsening of the Voice in Brazilian Teachers

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