Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 14 no. 4 (2023)

Zoom Fatigue as a Social Phenomenon: Perspectives of MAEd Social Studies Students

Victor Dames Atillo | Emma Ceballo

Discipline: Education

 

Abstract:

This study examined the experiences of graduate students during the pandemic, with a particular focus on the difficulties they encountered with online learning. Nine (9) Master of Arts in Education major in Social Studies were interviewed using a qualitative approach and semi-structured questions. The research yielded 12 themes, which include "encountering connectivity issues", "encountering time management concerns", and "encountering self-exhaustion and disappointments" when asked about how they felt when Zoom fatigue happened to them while studying graduate classes, "excitement at first meeting only", "physically and mentally challenged", and "submission of poor outputs" when asked about how Zoom fatigue affected or influenced the quality of learning they have in the graduate school, "physical and emotional stress”, “poor work and school productivity", and "limited time for family and recreation" when asked about how Zoom fatigue affected their personal lives as professional teachers and as individuals, and "managing time wisely", "being self-determined and persevering", and “seeking help from peers and teachers” when asked for their ways of coping Zoom fatigue. The findings have numerous implications for mental health interventions, policy, and future research, including the necessity of implementing interventions and policies that promote work-life balance, stress management, and digital literacy.



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