Who’s Zooming Who: A Case Study of Videoconferencing’s Effects on Faculty and Students

Abstract

When COVID-19 forced colleges and universities to abruptly transition their in-person courses online in spring 2020, many professors instinctively turned to videoconferencing tools as a substitute for face-to-face interactions. The extensive implementation of synchronous online instruction through videoconferencing presented various opportunities and challenges for faculty and students. Notably, users quickly identified a new phenomenon that the popular press labeled Zoom fatigue. This study presents findings from a qualitative case study on videoconferencing use, its effects, and the problem of Zoom fatigue in higher education. The faculty and student experience with the synchronous, virtual classroom and Zoom fatigue is explored. A theoretical model of Zoom fatigue is presented. Finally, recommendations for the effective use of synchronous online instruction are shared. This study advances a working model of Zoom fatigue to explain the multi-dimensional factors that cause it. The mediated, virtual communication environment offers opportunities and challenges for participants to navigate as they attempt to answer, “Who’s Zooming’ who?”