Zoom fatigue under covid-19-pandemien: Hva innebærer fenomenet, og hvordan kan det forebygges?

Vee, Tove Sandvoll; Orm, Stian; Løkke, Jon Arne

doi:10.18261/uniped.45.4.3

Cited by 1 publication

(4 citation statements)

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“…In addition to the psychosocial challenges linked to isolation and a lack of physical meeting places, studies suggest that students experience burnout and exhaustion from digital learning, so-called "Zoom fatigue" (Bailenson, 2021;Massner, 2021;Vee et al, 2022). Importantly, however, Bern et al (2021) show that online learning in real time contributes to both opportunities and limitations for the establishment and development of learning, and that students may experience this differently.…”

Section: Digital Teaching During the Covid-19 Pandemicmentioning

confidence: 99%

“…Students may also perceive online communication to protect them against other people's reactions and enable more direct communication with their teacher (Bern et al, 2021). Nevertheless, a literature review of research conducted during the COVID-pandemic suggests that the majority of students experienced Zoom fatigue during online learning, and that this was mainly due to technological challenges, cognitive overload, and lack of social interactions (Vee et al, 2022). Shorter teaching sessions, frequent breaks, and student-active forms of teaching appear to provide relief from Zoom fatigue (Vee et al, 2022).…”

Section: Digital Teaching During the Covid-19 Pandemicmentioning

confidence: 99%

“…Another important dimension to consider in the context of hybrid learning is "Zoom fatigue" (Bailenson, 2021;Massner, 2021;Vee et al, 2022), and how online learning adds to the time students already spend online as part of their everyday life. In Norway, over 52% of students report having a social media addiction (Sivertsen & Johansen, 2022).…”

Section: A Preference For Limited Online Learningmentioning

confidence: 99%

“…However, important gaps of knowledge remain unexplored, as research has only begun to unveil the impact of COVID lockdown restrictions on students' education and psychosocial well-being. Whereas some studies have addressed issues such as a lack of social study environments and Zoom fatigue during the pandemic (e.g., Doolan et al, 2021;Solberg et al, 2021;Vee et al, 2022), questions remain with regards to students' welfare and the role of digital tools in a post-pandemic learning environment.…”

Section: Introductionmentioning

confidence: 99%

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This study investigates the relationships between students’ psychosocial needs and their preferences for online vs. offline learning in a post-pandemic environment. A mixed-methods study was conducted at a higher education institution in Norway with 240 Bachelor students. Students in a post-covid learning environment value pedagogical forms of student-centered learning, through exploration and group reflection work. Second, students report a preference for limited amounts of online learning. Third, students express a significant need for social support, in the form of non-digital interaction with peers and teachers, and campus-based activities. Finally, while students prefer receiving feedback from peers in physical form, they are also positive toward receiving feedback in a digital form. These findings indicate that higher education institutions should carefully evaluate the amount of digital teaching offered to students, as such choices influence how and to what degree students are able to socially interact with peers and teachers, and their sense of belonging. More research is needed to understand the challenges associated with psychosocial health and well-being among students, and how this relates to online/offline forms of learning.

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