5 Teaching Techniques to Combat Zoom Fatigue
Tales of an online adjunct professor in the midst of survival.
With long video conferencing calls and the berating of bad news surrounding COVID-19, it is no wonder we are all feeling tired. Studies show that what we are experiencing is not just general exhaustion, but is a direct effect from an overload of Zoom calls in the backdrop of a pandemic.
Video calls are draining because they require more effort to focus than in-person meetings. In fact, researchers from Stanford University have found that “Zoom fatigue” results from trying to stay synchronized to speakers through an online format. When persons communicate with each other they synchronize their talk, gestures, movements, and timing; this is difficult to achieve over video.
Add to this pandemic fatigue, a mental health crisis that experts say is a natural response to an ever-changing sense of threat. Suddenly learning online or holding meetings in this environment means exhaustion is inevitable.
As an adjunct professor with three online courses back-to-back, I knew I needed to combat Zoom fatigue for myself and my students. This made me determined to find ways to keep my courses lively, engaging, and memorable.
5 Teaching Techniques
1. Begin class with a “Focus in” moment.
Many of my students are coming from other classes or a job, while still others find it hard to focus in their homes or dorm rooms.
For this reason, I begin every class by asking my students a question. Whether it is a silly poll on Zoom, an icebreaker question about where they wish they could vacation, or simply, “How was everyone’s weekends?” I touch base with my students so they can see my face and settle themselves and transition into the video format.
2. Use visuals and provide every-day applications.
Since I have to review material from textbooks, I take extra time to design PowerPoint slides that are visually impactful. I take the time to download new presentation backgrounds, find eye-catching images, and show short clips of videos that support the content.
Now more than ever, students need to feel that learning is still relevant. This is why I present every-day applications through connecting class content to recent events, social media trends, or by bringing in a new voice into the classroom. I invited several guest speakers to talk about their professional work, and with everything being online, it was simple to align schedules.
3. Check in, engage, and give choices throughout.
During every lesson, I will pause and ask, “What questions do you have?” and I encourage my students to chat in responses. I can then address their questions or encourage another student to answer. In one course, I have my students do discussion boards each week where they write out two questions they have and one interesting thought from the reading. I use these as springboards for in-class discussion when my students are feeling quiet.
I strive to give them choices wherever I can, so they have a sense of control and involvement. I ask, “For the remainder of class, would you rather take this fake news quiz together or watch this history of Mass Media video?”
4. Play games.
I believe games are an important tool that allow students to bond in a virtual environment. In my public speaking course, my students worked together to tell an improvised story without saying “um,” or “like,” or else I would push a very annoying buzzer. For test reviews, use Kahoot! Students connect in on their devices and compete to answer questions to earn points.
At the very least, try to be playful and friendly, so as to set your students at ease.
5. End class with a “What is next” moment.
As class comes to an end, I always have a slide dedicated to what is happening and due for the next class. My students have so much on their minds and I want to be gracious in understanding that keeping track of assignments and looking ahead, though an expectation at the college-level, is difficult at this time. This also helps to make them look forward to the next class topic or discussion.
