Synchronous Zoom Classroom Learning and Face-to-Face Classroom Learning: Undergraduates’ Perceptions

Abstract

This study aimed to explore the undergraduates’ attitudes and perceptions towards the use of synchronous zoom classroom for learning, and the effect of individual differences on the perceptions of zoom learning. Data were collected via online structured questionnaire from a total of 379 undergraduate students, who utilized a hybrid mode for learning, at purposively selected two state universities. The findings explored that undergraduates did not overwhelmingly support or oppose the utilization of zoom platform for learning. Multi-group analysis revealed that: male undergraduates were more receptive to use zoom classroom for learning, and perceived more beneficial aspects associated with zoom classroom compared to female undergraduates; further, undergraduates in the final academic year had the preference for zoom learning whereas those in the first academic year did not show a definite inclination either in favour or against the use of zoom for learning; moreover, significant differences were observed over the preferences on learning through both zoom and face-to-face regarding theoretical and mathematical subjects where learning of theoretical subject was supported by zoom and learning of mathematical subject were not showed a definite inclination either in favour or against the use of zoom. These findings clearly demonstrate that there is a possibility to take forward the teaching and learning through a hybrid mode which integrates both online mode and traditional face-to-face mode. This research provides insights for educational policy makers and university administrators to incorporate a hybrid learning mode for effective learning and solution for the highly demanded physical infrastructure facilities in the universities.