The Impact of Synchronous Zoom Learning on Course Comprehension and Psychological Well-Being in the College Classroom

Abstract

The present study aimed to investigate the optimal learning environment for synchronous Zoom learning courses in terms of course comprehension and psychological well-being. Several courses in the Psychology and Counselling Department (N=473) agreed to participate in the study, and were assigned to one of the three Zoom conditions: 1. Camera use (cameras mandatory, cameras encouraged, or no restrictions) 2. Breakout rooms (breakout rooms used during class or not); and 3. Background (a calm, relaxing virtual background or no background). At the end of the semester, students filled out a brief survey about their course comprehension and psychological well-being in the classroom. The results found that students who had cameras mandatory or encouraged during class and students who had a calm, relaxing background had significantly higher levels of mindfulness and course comprehension. In addition, results found that courses that did not utilize breakout rooms had significantly higher levels of course comprehension and mindfulness as compared to the control group. The results from this study provide practical solutions for creating a positive learning experience in synchronous online classrooms. Understanding the importance of which Zoom conditions create the best learning environment can allow institutions and instructors alike to employ effective teaching strategies to help students continue to be successful in higher education, regardless of which teaching modality is employed.