Zoom in the Classroom: Transforming Traditional Teaching to Incorporate Real‐Time Distance Learning in a Face‐to‐Face Graduate Physiology Course

Abstract

Several studies have shown that compared to face‐to‐face (F2F) courses, students in traditional online courses perform worse academically and have a higher drop‐out rate. Traditional module‐based online courses are touted to be more flexible for student schedules, with participation mainly assessed in the form of completing content modules, posting to discussion boards, completing online quizzes, and taking online exams. This study seeks to investigate the effects of incorporating remote classroom sessions via Zoom (video conferencing application) into a traditional F2F course with the purpose of gathering student feedback and comparing this model with the traditional module‐based online course approach. In order to test this new approach, an existing course was modified to include Zoom sessions in place of F2F class sessions. Graduate students in an 8‐week physiology course met three times per week (MWF) for 2 hours each class session. Monday and Friday were F2F sessions and Wednesday was completed using Zoom, which necessitated students meeting via Zoom at a specific time, ready to work together with group members and participate in the course. This course focused on in‐class group work and group presentations. Students (n=18) were given a survey after utilizing Zoom in the course to gauge feedback. When asked if students prefer F2F courses, 55.5% responded that they preferred F2F courses, 22.3% responded they did not, and 22.2% responded with no preference. 66.7% of students reported that they did not prefer traditional online courses, however, 72.2% felt that utilizing technology (computers/recordings/Zoom) plays a fundamental part in their education. When asked if students agreed with the statement, “I would rather connect remotely through Zoom than have to physically attend lecture”, 44.4% stated that they would rather use Zoom, 16.7% reported they would rather not, with 38.9% reporting no preference. Students reported that it was more difficult for them to pay attention while using Zoom and that technology can be more of a distraction in the classroom.Taken together, students preferred F2F courses over online courses and while students desired more technology in the classroom, the majority reported that it can be a distraction. After using Zoom in this course, 52.9% agreed that “Utilizing Zoom enabled me to engage in the lecture more than I thought it would”, 41.2% had a neutral response and 5.9% disagreed. 82.4% agreed that sharing presentations was easy and straightforward and 94.1% reported that it was easy to collaborate/work in groups while using Zoom. 58.8% agreed that schools should use more tech like Zoom within their class, 29.4% were neutral, and 11.8% disagreed.As a whole, students reported that they valued using tech like Zoom and admitted that its utilization is necessary for their educational success, however there is a reluctance to use technologies like Zoom as it can increase distraction. When asked specific questions about their experience with Zoom, students responded in favor of using technologies like Zoom in the classroom and were surprised at how effective it was for remote/online learning. Additional investigation into using Zoom is needed to determine its impact on student engagement and learning.