Abstract:

The challenge of engaging students on virtual platforms is well documented in the literature. As illustrated through literature and empirical experience, student engagement contributes to students’ learning and retention. However, many students struggle to connect with course materials and their peers during synchronous web conference-based lectures. With many colleges and universities in the United States shifting toward remote learning as a result of the coronavirus, determining ways to engage students in synchronous lectures hosted on web conferencing platforms is of critical importance. This Practitioner Action Research project aims to understand students’ preferences for synchronous web conference-based lectures in order to combat Zoom fatigue and promote student engagement.

Our research surveyed and interviewed undergraduate students enrolled at a private university in the United States. Initial results show students experiences a number of challenges while trying to engage with peers on virtual platforms; most students identified timing, lack of response, and awkwardness as the largest barriers for connecting with classmates. Many students liked attending lectures on Zoom, but most students felt they were unable to get to know their classmates through Zoom and felt they were unable to collaborate with peers on in-class activities. Several students noted Zoom breakout sessions—a common Zoom feature utilized by instructors—created an awkward classroom climate when their peers did not participate in small group discussions.

Determining ways to encourage student engagement and peer interaction during synchronous web conferencing-based lectures is needed. Therefore, our research team is determining ways to engage students and encourage peer-to-peer connections through Zoom and our university’s closed social media platform. This paper presentation will highlight our research methods, survey and interview results, as well as our plans for future virtual student engagement initiatives.

Keywords:

Student engagement, COVID19, synchronous web-based learning, distance learning, higher education, Practitioner Action Research.