{"id":14269,"date":"2020-09-14T04:00:00","date_gmt":"2020-09-14T08:00:00","guid":{"rendered":"https:\/\/eductive.ca\/ressource\/fighting-zoom-fatigue-while-making-your-classes-more-efficient\/"},"modified":"2021-11-16T23:14:57","modified_gmt":"2021-11-17T04:14:57","slug":"fighting-zoom-fatigue-while-making-your-classes-more-efficient","status":"publish","type":"resource","link":"https:\/\/eductive.ca\/en\/resource\/fighting-zoom-fatigue-while-making-your-classes-more-efficient\/","title":{"rendered":"Fighting \u201cZoom Fatigue\u201d While Making Your Classes More Efficient"},"content":{"rendered":"
\nThis article is a translation of a text published in Profweb\u2019s French edition<\/a>.\n<\/div>\n

In these times of physical distancing, are you suffering from \u201cZoom Fatigue<\/a>\u201d? Has the abundance of video conferences on your schedule led you to put yourself in the shoes of your students and ask yourself how they experienced a complete, full-time semester of remote learning? If synchronous video conferences definitely have a place in college education, each teacher can ask themselves what moments really need to be experienced live in a video conference and which ones can be executed otherwise<\/strong>.<\/p>\n

Lectures<\/h2>\n

Lectures would benefit from being turned into pre-recorded videos. Focus on the essential, and segment what would have been a 50-minute lecture into 2 or 3 (or 4\u2026) short capsules from 6 to 10 minutes, each targeting a specific element.<\/p>\n

What we lose by switching to remote learning<\/h3>\n

In class, in person, you could have observed the nonverbal language of your students to evaluate their levels of attention or interest. Through video conferences, the camera does not give the same insight\u2026 and even then, that is if you manage to convince your students to turn on their cameras!<\/p>\n

The integrated interaction tools of the various video conferencing platforms<\/strong> (thumbs up, etc.) and online surveys<\/strong> (whether integrated in the video conferencing platform or external) allows to make up for the lack of nonverbal communication if you use them to your advantage<\/a><\/strong> [in French]. But, if we only ask the student to raise their thumb once or twice during the meeting or if the survey questions that we submit to the students are a variation of \u201cDo you have any questions? Did you understand?\u201d, then we can question the real added value of the \u201clive\u201d format.<\/p>\n

Pre-recording rather than doing it live<\/h3>\n

Pre-record short video capsules<\/strong> that your students can watch when they want, at their own pace, and even multiple times if they want to. This is part of an inclusive pedagogy. This also allows you to refine the presentation of the content more than during a live performance (and you can use the videos for many groups of students!). (For an original reflection on the subject, read a text published on the site of The Chronicle for Higher Education<\/em><\/a> that takes inspiration from the August 2020 party conventions in the United States to formulate tips for teachers.)<\/p>\n

In addition to your videos, multiply formative evaluations and diagnostic quizzes<\/strong> for your students:<\/p>\n