Zooming in on the virtual fatigue experiences of graduate students: Implications for online Biology teaching in Higher Education Institutions (HEIS)

Abstract

This research measured the Zoom Fatigue experience among biology education graduate students in a state university. This study also determined the extent of experience of the nonverbal causes of Zoom Fatigue among participants and the intensity of their video conference usage. These were measured using a 25-item, 20- item, and 15-item validated and reliability-tested researcher-made questionnaires, respectively. The results showed that biology education graduate students experienced a "very little" Zoom Fatigue, "very little" nonverbal causes, and a somewhat intense video conference usage in terms of each variable's components and when grouped according to sex, program, and employment status. All of these results showed that the Zoom Fatigue experience of biology education graduate students is only at a minimal extent. Findings suggest that the responses obtained from the open-ended section (technical and network difficulties, assimilation problems, and the feeling of isolation) more likely triggers the Zoom Fatigue of the participants more than the tested nonverbal causes. Furthermore, the results of this study revealed that Zoom Fatigue experience had a moderate correlation with the extent to which the identified nonverbal causes are experienced, and a weak correlation with the intensity of video conference usage. A moderate relationship existed between the extent these nonverbal causes are experienced and the intensity of video conference usage. Based on the findings of this research, policy recommendations aiming to promote a healthy and effective online Biology teaching in the Graduate School were formulated. Overall, this study pointed out the importance of tackling Zoom Fatigue in assuring the performance and well being of graduate students in biology education in the present era of online learning.