Distance Teaching Experience of Campus-based Teachers at Times of Pandemic Confinement

TL;DR

This study explores the challenges and experiences of campus-based teachers adapting to online distance teaching during the COVID-19 pandemic, highlighting issues like student engagement and 'Zoom fatigue' and proposing recommendations.

Contribution

It provides qualitative insights into teachers' experiences with emergency online teaching and offers practical recommendations based on interviews during the pandemic.

Findings

Teachers faced challenges with student engagement and 'Zoom fatigue'

Qualitative analysis revealed key issues and coping strategies

Recommendations for improving online teaching experiences

Abstract

Amidst the outbreak of the coronavirus (COVID 19) pandemic, distance education, where the learning process is conducted online, has become the norm. Campus-based programs and courses have been redesigned in a timely manner which was a challenge for teachers not used to distance teaching. Students engagement and active participation become an issue; add to that new emerging effects associating with this set-up, such as the so called 'Zoom fatigue', which was coined recently by some authors. In realising this problem, solutions were suggested in the literature to help trigger students engagement and enhance teachers experience in online teaching. This study analyses these effects along with our teachers experience in the new learning environment and concludes by devising some recommendations. To attain the above objectives, we conducted online interviews with six of our teachers, transcribed the content of the videos and then applied the inductive research approach to assess the results.