A cross-sectional study on Zoom fatigue and satisfaction with online learning among Filipino nursing students
DOI:
https://doi.org/10.24310/innoeduca.2023.v9i1.15402Keywords:
fatigue, nursing students, online learning, videoconferencing, ZoomAbstract
This study determined the associations between Zoom fatigue and satisfaction with online learning among nursing students in a higher institution of learning in the Philippines. A cross-sectional research design was employed and a web-based survey using two self-report measures was conducted in 2021. Descriptive statistics, Pearson's correlation, and linear regression were used to analyze the responses of 408 student respondents. The sample demonstrated high levels of Zoom fatigue and low to average online learning satisfaction. There was a significant difference in the Zoom fatigue levels between male and female students. Higher Zoom fatigue levels predicted reduced online learning satisfaction. This study underscores that online learning and virtual meetings have a likely negative impact on students' online learning experiences. Nursing schools may need to reconsider the existing learning and teaching strategies and start measures that will foster more meaningful and positive experiences in the virtual learning environment.
Downloads
Metrics
References
Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding e-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S57-S61. http://dx.doi.org/10.12669/pjms.36.COVID19-S4.2766
Amponsah, S., van Wyk, M., Kolugu, M. (2021). Academic experiences of “Zoom Fatigue” as a virtual streaming phenomenon. International Journal of Web-based Learning and Teaching Technologies, 17(6), 1-16. http://dx.doi.org/10.4018/IJWLTT.287555
Atmaca, Ç., R?zao?lu, F., Türkdo?an, T., & Yayl?, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90, 103025. https://doi.org/10.1016/j.tate.2020.103025
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285-292. https://doi.org/10.20448/journal.509.2020.73.285.292
Badia, A., Garcia, C., & Meneses, J. (2019). Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university. Innovations in Education and Teaching International, 56(4), 446-457. https://doi.org/10.1080/14703297.2018.1546608
Bailenson, J. (2021). Nonverbal overload: A theoretical argument for the causes of zoom fatigue. Technology, Mind, and Behavior, 2(1). https://doi.org/10.1037/tmb0000030
Bailey, D. (2021). Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses. Journal of Computers in Education, 9, 291-313. https://doi.org/10.1007/s40692-021-00204-w
Bennett, A. A., Campion, E. D., Keeler, K. R., & Keener, S. K. (2021). Videoconference fatigue? Exploring changes in fatigue after videoconference meetings during COVID-19. Journal of Applied Psychology, 106(3), 330-344. http://dx.doi.org/10.1037/apl0000906
Bowser, A. S., Kazakoff, M. A., Scott, P. W., & Dunbar-Jacob, J. (2022). Nursing students' dissatisfaction with course organization and student engagement in remote learning 1 year Post-COVID-19 restrictions. Nurse Educator, 47(3), 68-72. https://doi.org/10.1097/NNE.0000000000001175
Cantero Téllez, R., Romero Galisteo, R. P., & Rodriguez Bailón, M. (2022). Personal and teaching factors related to university professors’ stress levels in the face of COVID-19. Innoeduca. International Journal of Technology and Educational Innovation, 8(1), 102-110. https://doi.org/10.24310/innoeduca.2022.v8i1.11920
Chogo, P. J. (2020). An evaluation of higher education students online learning experience. International Journal of Scientific and Research Publications, 10(6), 926-933. https://doi.org/10.29322/IJSRP.10.06.2020.p102111
Colomo Magaña, E., Cívico Ariza, A., Ruiz Palmero, J., & Sánchez Rivas, E. (2021). Problematic use of ICTs in trainee teachers during COVID-19: A sex-based analysis. Contemporary Educational Technology, 13(4), ep314. https://doi.org/10.30935/cedtech/10988
Corell-Almuzara, A., López-Belmonte, J., Marín-Marín, J. A., & Moreno-Guerrero, A. J. (2021). COVID-19 in the field of education: State of the art. Sustainability, 13(10), 5452. https://doi.org/10.3390/su13105452
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32(5), 554-571. https://doi.org/10.1287/mnsc.32.5.554
Darshana, J. D. (2021). Dissonance of the self: applying the philosophy of Patañjali’s Yogas?tra to the effects of prolonged engagement in virtual synchronous platforms (Master’s thesis). Oregon State University. https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8k71nq857
de Oliveira Kubrusly Sobral, J. B., Lima, D. L. F., Lima Rocha, H. A., de Brito, E. S., Duarte, L. H. G., Bento, L. B. B. B., & Kubrusly, M. (2022). Active methodologies association with online learning fatigue among medical students. BMC Medical Education, 22, 74. https://doi.org/10.1186/s12909-022-03143-x
Deniz, M. E., Satici, S. A., Doenyas, C., & Griffiths, M. D. (2022). Zoom fatigue, psychological distress, life satisfaction, and academic well-Being. Cyberpsychology, Behavior, and Social Networking, 25(5), 270-277. http://doi.org/10.1089/cyber.2021.0249
Dhir, A., Yossatorn, Y., Kaur, P., & Chen, S. (2018). Online social media fatigue and psychological wellbeing—a study of compulsive use, fear of missing out, fatigue, anxiety and depression. International Journal of Information Management, 40, 141-152. https://doi.org/10.1016/j.ijinfomgt.2018.01.012
Döring, N., Moor, K. D., Fiedler, M., Schoenenberg, K., & Raake, A. (2022). Videoconference fatigue: A conceptual analysis. International Journal of Environmental Research and Public Health, 19(4), 2061. https://doi.org/10.3390/ijerph19042061
Duke, N. N., Gross, A., Moran, A., Hodsdon, J., Demirel, N., Osterholm, E., Sunni, M., & Pitt, M. B. (2020). Institutional factors associated with burnout among assistant professors. Teaching and Learning in Medicine, 32(1), 61-70. https://doi.org/10.1080/10401334.2019.1638263
Dutta, S., Ambwani, S., Lal, H., Ram, K., Mishra, G., Kumar, T., & Varthya, S. B. (2021). The satisfaction level of undergraduate medical and nursing students regarding distant preclinical and clinical teaching amidst COVID-19 across India. Advances in Medical Education and Practice, 2(12), 113-122. https://doi.org/10.2147/AMEP.S290142
Egcas, R. A., Oducado, R. M. F., Visperas, J., Cleofas, J. S. R., & Lausa, S. M. (2021). After over a year of pandemic: Mental well-being and life satisfaction of Filipino college students. Pertanika Journal of Social Sciences & Humanities, 29(4), 2401-2416. https://doi.org/10.47836/pjssh.29.4.17F
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. https://doi.org/10.1080/10872981.2021.1920090
Fan-Chen, T., Cheng, T., Pei-Ling, Y., Huang, T., & Teng, C. (2019). Media richness, social presence and loyalty to mobile instant messaging. Industrial Management & Data Systems, 119(6), 1357-1373. http://dx.doi.org.ezproxy.liberty.edu/10.1108/IMDS-09- 2018-0415
Fauville, G., Luo, M., Queiroz, A. C. M. and Bailenson, J. N., & Hancock, J. (2021a). Zoom exhaustion & fatigue scale. Computers in Human Behavior Reports, 4, 100119. https://doi.org/10.1016/j.chbr.2021.100119
Fauville, G., Luo, M., Queiroz, A. C. M., Bailenson, J. N., & Hancock, J. (2021b). Nonverbal mechanisms predict zoom fatigue and explain why women experience higher levels than men. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3820035
Galván Orozco, A., López Pérez, O., Chávez López, J. K., & Contreras López, E. X. (2022). Virtual learning environments: Social networks for learning at university. Innoeduca. International Journal of Technology and Educational Innovation, 8(1), 91-101. https://doi.org/10.24310/innoeduca.2022.v8i1.12340
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923-6947. https://doi.org/10.1007/s10639-021-10523-1
Guillasper, J. N., Soriano, G. P., & Oducado, R. M. F. (2020). Psychometric properties of ‘attitude towards e-learning scale’among nursing students. International Journal of Educational Sciences, 30(1-3), 1-5. https://doi.org/10.31901/24566322.2020/30.1-3.1135
Guillasper, J. N., Oducado, R. M. F., & Soriano, G. P. (2021). Protective role of resilience on COVID-19 impact on the quality of life of nursing students in the Philippines. Belitung Nursing Journal, 7(1), 43-49. https://doi.org/10.33546/bnj.1297
Hacker, J., vom Brocke, J., Handali, J., Otto, M., & Schneider, J. (2020). Virtually in this together – how web-conferencing systems enabled a new virtual togetherness during the COVID-19 crisis. European Journal of Information Systems, 29(5), 1-22. https://doi.org/10.1080/0960085x.2020.1814680
Halupa, C., & Bolliger, D. U. (2020). Technology fatigue of faculty in higher education. Journal of Education and Practice, 11(18). https://doi.org/10.7176/JEP/11-18-02
Jiang, M. (2020). The reason Zoom calls drain your energy. https://www.bbc.com/worklife/article/20200421-why-zoom-video-chats-are-so-exhausting
Johnson, B. (2021). Video meetings in a pandemic era: Emotional exhaustion, stressors, and coping (Doctoral dissertation). Antioch University. https://aura.antioch.edu/cgi/viewcontent.cgi?article=1635&context=etds
Kingsley-Westerman, C. Y., Reno, K. M., & Heuett, K. B. (2015). Delivering Feedback: Supervisors’ Source Credibility and Communication Competence. International Journal of Business Communication, 55(4), 526-546. https://doi.org/10.1177/2329488415613338
Kobayashi, M. (2017). Students' media preferences in online learning. Turkish Online Journal of Distance Education, 18(3), 1. https://doi.org/10.17718/tojde.328925
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308
Lawson, S. (2020). Are schools forcing students to install spyware that invades their privacy as a result of the Coronavirus lockdown? https://www.forbes.com/sites/seanlawson/2020/04/24/are-schools-forcing-students-to-install-spyware-that-invades-their-privacy-as-a-result-of-the-coronavirus-lockdown/?sh=675a3662638d
Massner, C. K. (2021). The use of videoconferencing in higher education. In F. Pollák, J. Soviar & R. Vavrek (Eds.), Communication Management. IntechOpen. https://doi.org/10.5772/intechopen.99308
Montag, C., Rozgonjuk, D., Riedl, R., & Sindermann, C. (2022). On the associations between videoconference fatigue, burnout and depression including personality associations. Journal of Affective Disorders Reports, 10, 100409. https://doi.org/10.1016/j.jadr.2022.100409
Moralista, R. B., Oducado, R. M. F., Robles, B. R. G., & Rosano, D. A. (2022). Determinants of zoom fatigue among graduate students of teacher education program. International Journal of Emerging Technologies in Learning, 17(13), 176-185. https://doi.org/10.3991/ijet.v17i13.31511
Moreno Guerrero, A. J., Marín Marín, J. A., Parra González, M. E., & López Belmonte, J. (2022). Computer in education in the 21st century. A scientific mapping on the literature in Web of Science. Campus Virtuales: Revista Científica Iberoamericana De Tecnología Educativa, 11(1), 201-223. https://doi.org/10.54988/cv.2022.1.1019
Moreno-Guerrero, A. J., Soler-Costa, R., Marín-Marín, J. A., & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. Comunicar, 29(68), 107-117. https://doi.org/10.3916/C68-2021-09
Nambiar, D. (2020). The impact of online learning during COVID- 19: Students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793. https://doi.org/10.25215/0802.094
Nurhidayati, T., Rahayu, D., & Alfiyanti, D. (2021). Nursing students’ coping for burnout and fatigue online learning during coronavirus disease 2019 pandemic. Open Access Macedonian Journal of Medical Sciences, 9(T4), 92-96. https://doi.org/10.3889/oamjms.2021.5857
Oducado, R. M. F., Amboy, M. K. Q., Penuela, A. C., Dela Rosa, R. D., Fajardo, M. T. M., & Temelo, D. R. F. (2022a). Instructor’s caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and pandemic era. Frontiers of Nursing.
Oducado, R. M. F., Dequilla, M. A. C. V., & Villaruz, J. F. (2022b). Factors predicting videoconferencing fatigue among higher education Faculty. Education and Information Technologies, 27, 9713-9724. https://doi.org/10.1007/s10639-022-11017-4
Oducado, R. M. F., Fajardo, M. T. R., Parreño-Lachica, G. M., Maniago, J. D., Villanueva, P. M. B., Dequilla, M. A. C. V., Montaño, H. C., & Robite, E. E. (2022c). Is videoconference “Zoom” fatigue real among nursing students? Journal of Loss and Trauma, 27(5), 490-492. https://doi.org/10.1080/15325024.2021.1950987
Oducado, R. M. F., Villaruz, J. F., Dequilla, M. A. C. V., & Parreño-Lachica, G. M. (2022d). Zoom fatigue and mental well-being among school executives. Journal of Loss and Trauma, 27(4), 393-394. https://doi.org/10.1080/15325024.2021.2002617
Oducado, R. M. (2021). New normal in nursing education: Sophomore students’ expectations of and readiness for online learning in the era of COVID-19 pandemic. International Journal of Caring Sciences, 14(2), 1170-1177. https://doi.org/10.31219/osf.io/uyda6
Oducado, R. M. F., & Estoque, H. (2021). Online learning in nursing education during the COVID-19 pandemic: Stress, satisfaction, and academic performance. Journal of Nursing Practice, 4(2), 143-153. https://doi.org/10.30994/jnp.v4i2.128
Oducado, R. M. F., Fajardo, M. T. R., Parreño-Lachica, G. M., Maniago, J. D., Villanueva, P. M. B., Dequilla, Ma. A. C. V., Montaño, H. C., & Robite, E. E. (2021). Predictors of videoconference fatigue: Results from undergraduate nursing students in the Philippines. Asian Journal for Public Opinion Research, 9(4), 310-330. https://doi.org/10.15206/ajpor.2021.9.4.310
Oducado, R. M. F., & Soriano, G. P. (2021). Shifting the education paradigm amid the COVID 19 pandemic: Nursing students’ attitude to E learning. Africa Journal of Nursing and Midwifery, 23(1). https://doi.org/10.25159/2520-5293/8090
Organization for Economic Cooperation and Development. (2009), “Gender matters?” in Equally prepared for life?: How 15-year-old boys and girls perform in school. OECD Publishing. https://doi.org/10.1787/9789264064072-2-en
Öztürk, G., Karamete, A., & Çetin, G. (2020). The relationship between pre-service teachers’ cognitive flexibility levels and techno-pedagogical education competencies. International Journal of Contemporary Educational Research, 7, 40-53. https://doi.org/10.33200/ijcer.623668
Pettersson, F. (2018). On the issues of digital competence in educational contexts – a review of the literature. Educational Informational Technology, 23, 1005-1021. https://doi.org/10.1007/s10639-017-9649-3
Peytcheva-Forsyth, R., Yovkova, B., & Aleksieva, L. (2018, December). Factors affecting students’ attitudes towards online learning-The case of Sofia University. AIP conference proceedings, 2048(1), 020025. AIP Publishing LLC. https://doi.org/10.1063/1.5082043
Ranadewa, D. U. N., Gregory, T. Y., Boralugoda, D. N., Silva, J. A. H. T., & Jayasuriya, N. A. (2021). Learners’ satisfaction and commitment towards online learning during COVID-19: A concept paper. Vision: The Journal of Business Perspective, 0(0), 097226292110567. https://doi.org/10.1177/09722629211056705
Reisinger, T. (2020). Zoom security: I’ve researched problems with video conferencing for years – here’s what you need to know. https://theconversation.com/zoom-security-ive-researched-problems-with-video-conferencing- for-years-heres-what-you-need-to-know-136330
Romero Andonegui, A., Tejada Garitano, E., López de la Serna, A., & Bilbao Quintana, N. (2021). Diversity of technological use in university students; the academic vs. the personal. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 19-30. https://doi.org/10.24310/innoeduca.2021.v7i1.7868
Salhab, R. (2022). Zoom or not to zoom: Students’ attitudes towards using zoom at PTUK. Journal of Southwest Jiaotong University, 57(1), 488-50. https://doi.org/10.35741/issn.0258-2724.57.1.45
Sasmal, S., & Roy, M. (2021). Perception of undergraduate nursing students regarding e-learning during COVID-19 pandemic in West Bengal. International Journal of Community Medicine and Public Health, 8(4), 1892-1898. http://dx.doi.org/10.18203/2394-6040.ijcmph20211251
Shoshan, H. N., & Wehrt, W. (2022). Understanding “Zoom fatigue”: A mixed?method approach. Applied Psychology, 71(3), 827-852. https://doi.org/10.1111/apps.12360
Stevenson, D. (2022). Academic burnout in nursing school. Nursing, 52(3),60-61. https://doi.org/10.1097/01.nurse.0000820056.95100.26
Sveinsdóttir, H., Flygenring, B. G., Svavarsdóttir, M. H., Thorsteinsson, H. S., Kristófersson, G. K., Bernharðsdóttir, J., & Svavarsdóttir, E. K. (2021). Predictors of university nursing students burnout at the time of the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 106, 105070. https://doi.org/10.1016/j.nedt.2021.105070
Sánchez, S. P., Lampropoulos, G., & López-Belmonte, J. (2022). Comparing gamification models in higher education using face-to-face and virtual escape rooms. NAER: Journal of New Approaches in Educational Research, 11(2), 307-322. https://doi.org/10.7821/naer.2022.7.1025
Søraker, J. H. (2012). Virtual worlds and their challenge to philosophy: understanding the “intravirtual” and the “extravirtual”. Metaphilosophy, 43(4), 499-512. https://doi.org/10.1111/j.1467-9973.2012.01755.x
Strong, R., Irby, T. L., Wynn, J. T., & McClure, M. M. (2012). Investigating students' satisfaction with eLearning courses: The effect of learning environment and social presence. Journal of Agricultural Education, 53(3), 98-110. https://doi.org/10.5032/jae.2012.03098
Tang, Y., & Hew, K. (2019). Emoticon, emoji, and sticker use in computer-mediated communication: A review of theories and research findings. International Journal of Communication, 13(2019), 1-27. https://doi.org/10.1007/978-981-10-8896-4_16
Tanupabrungsun, S., & Hemsley, J. (2018). Studying celebrity practices on Twitter using a framework for measuring media richness. Social Media + Society, 4(1), 205630511876336. https://doi.org/10.1177/2056305118763365
Torras Virgili, M. E. (2021). Emergency Remote Teaching: ICT applied to education during confinement by COVID-19. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 122-136. https://doi.org/10.24310/innoeduca.2021.v7i1.9079
Vandenberg, S., & Magnuson, M. (2021). A comparison of student and faculty attitudes on the use of Zoom, a video conferencing platform: A mixed-methods study. Nurse Education in Practice, 54, 103138. https://doi.org/10.1016/j.nepr.2021.103138
Wang, Q., Sun, W., & Wu, H. (2022). Associations between academic burnout, resilience and life satisfaction among medical students: a three-wave longitudinal study. BMC Medical Education, 22(1), e248. https://doi.org/10.1186/s12909-022-03326-6
Wei, H.-C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1), 48-69. https://doi.org/10.1080/01587919.2020.1724768
Williams, N. (2021). Working through COVID-19: “Zoom” gloom and “Zoom” fatigue. Occupational Medicine, 71(3), 164. https://doi.org/10.1093/occmed/kqab041
Published
How to Cite
Issue
Section
License
All contents published by Innoeduca. International Journal of Technology and Educational Innovation are subject to Creative Commons Attribution-Nocomercial-NoDerivatives 4.0 International License, whose complete text can be consulted at https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode. Thus, copying, distribution, public communication, derivative works and commercial use of content are permitted as of the aforementioned issue provided that the source and the author of the text are cited.
It is the responsibility of the authors to obtain the necessary permits for images that are subject to copyright.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1.jpg)
242.png)
