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Are You Awake? Preventing Zoom-Fatigue in Online Anatomy & Physiology Courses

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Title: Are You Awake? Preventing Zoom-Fatigue in Online Anatomy & Physiology Courses
Language: English
Authors: Weiss, Valerie, Sillevis, Rob, Reuter, Peter
Source: HAPS Educator. Win 2021 25(3):59-63.
Availability: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Peer Reviewed: Y
Page Count: 5
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Online Courses, Anatomy, Physiology, Educational Technology, Videoconferencing, Teacher Student Relationship, Questioning Techniques, Teaching Methods, Fatigue (Biology), Lecture Method, Barriers, College Students, Student Attitudes
Geographic Terms: Florida
ISSN: 2473-3806
Abstract: Anatomy and physiology lectures, traditionally held face-to-face at Florida Gulf Coast University, moved overnight to an online environment during the COVID-19 pandemic. Reflecting back on our teaching experience, a few goals to successful Zoom-based teaching emerged: make meaningful connections with the students, stay connected with students by using questions during lectures, and enjoy this new connection throughout the semester and beyond. This article discusses one strategy employed to stay connected to students during virtual, Zoom-based teaching: the use of "Are you awake?" questions. The questions were written to guide students in their review of material just learned. We felt that this method resulted in scaffolding the students' experience, preventing unnecessary lecturing, and reducing Zoom-fatigue. By emphasizing a process of regularly "checking in" with the student, a further relationship was established between the course faculty and students as well as among the students. Anecdotal evidence of this question technique is shared, with student feedback being positive. Based on our experience, emotional presence in the online environment correlates to student success.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1337998
Database: ERIC
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  Data: Anatomy and physiology lectures, traditionally held face-to-face at Florida Gulf Coast University, moved overnight to an online environment during the COVID-19 pandemic. Reflecting back on our teaching experience, a few goals to successful Zoom-based teaching emerged: make meaningful connections with the students, stay connected with students by using questions during lectures, and enjoy this new connection throughout the semester and beyond. This article discusses one strategy employed to stay connected to students during virtual, Zoom-based teaching: the use of "Are you awake?" questions. The questions were written to guide students in their review of material just learned. We felt that this method resulted in scaffolding the students' experience, preventing unnecessary lecturing, and reducing Zoom-fatigue. By emphasizing a process of regularly "checking in" with the student, a further relationship was established between the course faculty and students as well as among the students. Anecdotal evidence of this question technique is shared, with student feedback being positive. Based on our experience, emotional presence in the online environment correlates to student success.
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        PageCount: 5
        StartPage: 59
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      – SubjectFull: Fatigue (Biology)
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