Zoom Fatigue on Teacher and Student’s Communication Pattern
Shafira Tasha Salsabila1*, Indriani Pratiwi2, Anies Rufaida3, Intan Permata Sari4, Karina Kusuma Dewi5, Wina Nurhayati Praja6
1,2,3,4,5,6 Universitas Pendidikan Indonesia, Indonesia
*) Corresponding author: [email protected]
Abstract
The Covid-19 pandemic keep on increase and has an impact on various aspects of life, including aspects of education. Which is student and teacher at Senior High School (SHS). There is a government policy, Circular Letter of the Ministry of Education and Culture Number 15: 2O2O about Guidelines for Organizing Learning From Home an Emergency Period for the Spread of Corona Virus D/Sease (COVID-19). Which causes schools to be implemented using video conference (such as zoom meetings, google meets, etc.). Learing by video conference made some effect, one of them is Zoom Fatigue. Zoom fatigue have a chance to affect the effectiveness of massage. So, the purpose of this study is to analyze the communication patterns that occur if there is zoom fatigue on teachers and students in the city of Bandung. This research uses a descriptive analysis research method with a qualitative approach by analyzing data with Miles and Huberman model to 5 teachers and 5 student. The results of this study found that students and teachers had some significant differences regarding fatigue, boredom, and learning anxiety through video conferencing.
Keywords: communication pattern; online learning; zoom fatigue.
Introduction
This The Covid-19 pandemic has had a impact on every aspects, covid-19 made the Indonesian government have a new policies about activities at home. One of them is the Circular Letter of the Ministry of Education and Culture (Kemendikbud, 2020) Number 15 of 2O2O Guidelines for Organizing Learning from Home in an
Emergency Period for the Spread of Corona Virus D/Sease (COVID-19).
Online Learning using video conferencing (such as zoom meetings, google meets, etc.) this thing will continue as long as there are still Covid-19 cases in Indonesia.
This made a differences in learning situations for students and teachers.
Supported by the statement of Kuswarno (2011), the difference in the learning situation experienced is
the transition from offline (face to face) to online (online meeting).
Based on the results of the PEKA II research by UNICEF Indonesia with CIMSA Indonesia on August 28 – September 4, 2020 consisting of 535 respondents in 30 provinces in Indonesia, there are 38% of students who are unable to understand the lesson, 36% of students who are afraid of study results, 10% of students who is difficult to manage study schedules during this Online Learning (Hidayat, 2020). That way, learning that is carried out online raises pros and cons, both in terms of education and children's mental health. In September 2020, Online Learning has claimed lives with a mother who killed her child because the child was difficult to receive the subject matter (Makdori et al, 2020). Even based on data from the Bandung Mother and Child Hospital (RSKIA) in 2020, as many as 15 students in Bandung City experienced mental disorders due to using gadgets during Online Learning, and based on the records of the Cisarua Hospital in January- February 2021 there were 14 children who have to undergo outpatient treatment due to gadget addiction during Online Learning (Warsudi, 2021).
This online learning provides more activity on video conferencing, so there will be a Zoom Fatigue phenomenon. Zoom fatigue is a new phenomenon that describes fatigue, saturated, and excessive worry when using applications to communicate virtually in video conferencing (Lee, 2020). Previous research says that this phenomenon is called "Video Conference Fatigue", which is a
fatigue felt by various people who require them to sit in front of a computer to carry out their work without paying attention to how to avoid eye stress, fatigue, and pain.
No wonder that this phenomenon is important to discuss so that we can still be introspective and move smoothly.
Therefore, this study to find out how the actual communication patterns that occur between teachers and students in Bandung if they feel zoom fatigue during online learning, will find what causes and how the impact and solutions resulting from the zoom fatigue phenomenon during the learning process. long distance takes place.
Method
This research uses descriptive analysis method with a qualitative approach. Sugiyono (2013) explains that descriptive analysis method is a method that functions to describe or provide a systematic and factual description of an object under study through data or samples that have been collected, then make conclusions. There are stages of qualitative research, namely determining an informant, conducting interviews, recording interview results, asking descriptive questions, analyzing interview results, conducting domain analysis, determining focus and conducting taxonomy analysis, asking contrasting questions, componential analysis, finding themes, and making research reports.
Data collection techniques with semi-structured interviews. The subject of this study used primary
informants with informants consisting of teachers and students in Bandung, there are 10 people; 5 teachers and 5 students, interviews is online through the Zoom Meeting room due to the Covid-19 pandemic situation. Data analysis was carried out using the Miles and Huberman model (in Suwendra, 2018), which consists of four stages, namely data collection, data reduction, data display and conclusions.quota
Result and Discussion
Our research found that students and teachers use various video conferencing applications. Most of the students and teachers use Zoom Meeting and Google Meet. The quantity of application use by teachers also varies, some use video conferencing every weekday, there is also an alternate system every week, there is also a meeting every first week, and there is also material delivery without video conferencing.
In a day, teachers can conduct video conferences for about 45-90 minutes to 180-240 minutes. Students using video conferencing applications is almost everyday. But there are also those who only have virtual meetings three times a week. In a day, students can conduct video conferencing for about 20-90 minutes to 140-180 minutes.
Soetopo (Astuti, 2018) mentions that the learning component consists of students, teachers, materials, methods, means or tools, objectives, environment, and evaluation. This is one of the main elements in learning.
According to Putria, et al (2020), online learning is a learning through media in the form of the internet and
other communication tools remotely.
Moore (Ashour, 2021) define online learning as a planned teaching in which learning takes place in a different place than usual which requires technology and institutional organization. In this learning is a modern learning method with distance learning that can increase access for students (Benson;
Alawamleh et al., 2020). In our research, changing situations are difficult for both teachers and students to deal with. The difficulty that teachers face is that they are limited in observing students during online learning. Some teachers also have difficulty using technology because they are not used to it. As stated by Mrs. Feni "The difference is that when you go online you have to use new software, the duration is also shorter, but for the factors of student activity, supervision, and the effectiveness of learning is reduced when online". In addition, teachers also experience difficulties in teaching who have to show demonstrations of tools such as in sports and music lessons.
Teachers have difficulty assessing students' psychomotor and affective in online learning situations. The affective domain in question is one that emphasizes attitudes, moral characteristics, and emotional feelings (Riyana, 2010).
While the difficulties that students face, students find it more difficult to understand the material and have difficulty interacting with the teacher. As stated by Arini "In terms of the way the material is delivered, it is different between offline and online, so the way to absorb the material is also different". This is
supported by a study conducted by Boling et al. (Alawamleh et al. 2020) who found that most online learning participants viewed online learning as a form of individual (independent) learning and severely limited interaction between classmates and teachers. Students during online learning will feel isolated from the teacher as well as their classmates.
Likewise with material
understanding, a study found that the results of evaluating test scores on online students would be much worse than offline. This is due to the understanding of the students themselves, that when online the material capture will get worse until it will eventually affect the students' evaluation scores (Alawamleh et al., 2020). This was also conveyed by Korstange (2020) which stated that online learning is proven to have a low success rate compared to in- person.
Behind the difficulties faced by teachers and students in changing situations, this has a positive impact either directly or indirectly. Changes in learning situations require students to become more independent in learning. As stated by Zahra, "I have more time to find out about what material is being studied, learn to be more independent, and share more time with friends about subject matters". The difficulties faced by teachers also make teachers explore more learning methods. In addition, this situation also forces teachers and students to make more use of technology in learning.
The difficulties that teachers and students face in changing learning situations are caused by the difficulties that teachers and students
have not been able to adapt. In addition, online learning conditions force the use of secondary media and often encounter technical problems.
Technical constraints experienced by both teachers and students in this situation such as limited online learning facilities to lack of ability to use technology. This can be overcome by continuously adapting and getting used to using technology and being independent in dealing with technical obstacles. This change in situation that makes teachers and students faced with various difficulties can also be overcome by establishing good communication with each other. Technical problems,
reduced interaction, and
comprehension difficulties can be overcome by teachers and students being open to and helping each other.
The change in the learning situation from face-to-face to online learning creates a different learning routine than before. One of the different routines is the multiple communication events that occur repeatedly and continuously during online learning. According to Kuswarno (2011), repetitive habits are the first stage of forming communication patterns. Habits or recurring events become a distinctive form of a group. There are several different recurring situations that occur in teacher and student interactions during face-to-face online learning. Teachers and students who interact via video conference will form a communication pattern that is unique and different from face-to-face learning. In our research, we found that there are some unique and distinct repetitive habits of face-to-
face learning. The use of the second media as the main medium of learning makes new habits manifest such as the teacher at the beginning of learning always reminding students to oncam, the teacher having small talk by asking students how they are on zoom, taking a group photo at the end of the lesson, and between students often sending private chats during learning. These habits have quite an impact on the affective domain in learning. This pattern is called the Secondary Communication Pattern. DeVito (2013), secondary communication patterns, namely the communication process delivered by communicators with the help of tools as a second medium after using verbal and nonverbal symbols. The purpose of using this second media is to reach a wider target of communicants and to be in a location far from the communicator and to reach a larger number of communicants. The process of secondary communication patterns in using the second media is supported by its development with advances in technology and information.
Affective becomes one of the domains of learning objectives in the form of attitudes, feelings, emotions, and moral characteristics needed in social life. Bloom, Krathwohl and Masia (Cepi, 2011) state that the affective domain is divided into receiving, responding, rewarding or appraising, organizing, and characterizing a value. This habit has an impact on a pleasant learning atmosphere, students who decide on cam practice politeness in online learning, teachers and students build good relationships during small talk,
and student attendance is known by taking a group photo. The results of this study also found that most of the teachers and students agreed with the statement that the habit of repeating teacher-student interaction was seen from the positive effect of repeated habits on the teacher-student relationship.
Learning activities carried out online give rise to a new phenomenon, namely zoom fatigue.
As written by Abdelrahman (2021) which states that Zoom Fatigue is a symptom when using video conferencing that can affect both physically and mentally. Reporting from the Telebehavioral Health Institute explained that this phenomenon often occurs by people who always sit in front of the computer so that it can cause eye stress. In our study, it was found that some students agreed that they experienced eye stress during video conferencing. Students stare at the screen for too long which causes students to become dizzy, watery eyes, and headaches. This is supported by research by Pangemanan et al. (2014) regarding the use of gadgets in children, it was found that the use of these tablets (devices) can cause complaints about 2-3 hours of use with effects such as watery eyes, dry eyes, sore eyes, glare, and eye strain. Much different from students, teachers rarely experience eye fatigue due to the short use of zoom. Eye fatigue is only experienced by teachers who have congenital diseases such as vertigo. Reporting from the Telebehavioral Health Institute this phenomenon can cause body pain due to excessive fatigue. Our
research found that teachers and students experience body aches from sitting too long. With regard to body pain caused by sitting too long, it was proven by another study by Wulandari (2010) which stated that there were about 81.5% sitting in the same position for 20-30 minutes who felt symptoms of lower back pain.
Therefore, back pain is caused by sitting too long and sitting posture that is not right.
Body pain and eye pain experienced by students affect their communication with the teacher.
When experiencing physical fatigue, students' focus is disturbed so they focus more on the physical fatigue they feel. Like Zahra's statement,
"When you have to discuss or pay attention to the teacher, you have to put it aside and focus on thinking about your body condition. In the subject material, it becomes difficult to understand.”. Teachers are not hampered by communication because they feel they have to remain professional in teaching.
Physical fatigue, both eye pain and body aches experienced by students and teachers can be overcome by two methods, preventive and repressive. Preventive efforts or prevention can be done by maintaining the condition of the body, positioning the device correctly, and exercising. Then repressive efforts or efforts when they occur when physical fatigue can be done by changing the sitting position, relaxation, and short rest.
As stated by Mr. Cucu, "I often do movements/stretching so I don't get sore, that's why I rarely get sore".
This is supported by research by Wulandari (2010) also that the more
often a person changes position while sitting, the lighter the level of pain felt. Likewise with the statement of Pepper et al. (2021), that to calm the eyes and body pain, several ways must be done including; moves every 30 minutes; if the eyes feel tired and interfere with vision do a small massage near the eyelids; adjust the device screen and try to occasionally look elsewhere (clouds, trees, outside the window) to relax the eyes.
Not only physical fatigue experienced by teachers and students when using video conferencing.
Teachers and students experience the effects of zoom fatigue such as boredom and anxiety when learning online. A Mental Health Lawyer,
Carolyn Reinach at
psychologytoday.com says that video conferencing is mentally exhausting.
This opinion is reinforced by the Psychiatric Times page which explains that this phenomenon shows a fatigue, boredom, and anxiety that is further strengthened against the backdrop of the pandemic.
According to another study, which found that if we tend to stoop (bend) while looking at a screen, it is possible to increase the factors of depression and anxiety. This is because the bent position tends to reduce positive thinking and tends to be more negative thinking so that it can interfere with academics (Peper et al., 2021).
In our research, we found that students feel bored during online learning because of the monotonous teaching methods and methods of the teacher. As stated by Inayah
"Because the method of the material only explains the presentation, maybe because it's only repeated too,
so it makes you feel bored and the delivery is not good". The boredom that students experience makes them use the private chat feature available in the zoom application to chat lightly with their peers. This is reinforced by the opinion of Kusuma in Satrio et al. (2019) which states that boredom will result from lessons and other psychological, namely a pressure in learning. This has an impact on these students attending class, decreased learning motivation, students become emotionally bored, and student activity decreases. This boredom is also very influential on achievement, so that achievement will continue to decline even though students continue to follow learning regularly. Maslach and Leiter (Satrio et al, 2019) also said that one of the factors of boredom in learning is the material and delivery of material that is considered less interesting. This is closely related to teachers who feel bored during online learning, the saturation is caused by the decreasing attendance of students.
One of the previous researchers Mar'ah (2020), who found that there is a possibility that teachers will feel bored during online learning and it will affect their social spirit when interacting with other teachers. But because of the pandemic, the teacher is alone at home. In addition, teachers and students experience boredom because they use video conferencing for too long in learning.
The saturation of each teacher and student is influenced by each other, the teacher feels bored with students whose attendance is reduced and students feel bored because the teacher's teaching method is boring.
However, the boredom felt by the teacher did not affect the effectiveness of the message conveyed to students. This is due to the purpose of the teacher itself, which is concerned with effective communication and message delivery. As stated by Mrs. Lina,
“You can't take it out on students, because anything has to be take and give. We as teachers have to give and children can receive well.” This statement is supported by Hillard in (Alawamleh et al, 2020) which states that effective communication is a top priority for a teacher and becomes something very important. But in contrast to teachers, students feel that boredom affects the reception of their messages because students have begun to not focus on learning. The boredom that teachers and students experience is overcome by trying to reduce the use of zoom, diverting boredom by small talk, and occasionally entertaining themselves.
In addition to boredom, teachers and students also experience anxiety during learning through video conferencing. Anxiety experienced by students is not being able to understand the material well and feeling anxious when the teacher asks questions related to the material.
The anxiety experienced by these students creates a causal relationship in the communication that exists between students and teachers.
Students' anxiety during online learning makes students afraid of answering the teacher's questions wrong so that students choose to avoid or remain silent. This supports the statement conveyed by Rohman in Satrio et al. (2019) which interprets that mental fatigue that
occurs in students will have an impact on students, namely students will mark subjects and avoid them because students avoid being given assignments by the teacher. By feeling anxious, students avoid questions from the teacher which results in hampered teacher and student communication. Like the statement from Arini "Afraid when asked by the teacher and can't answer the question". Seeing students avoid being invited to talk to the teacher, the teacher was worried because the students had started to feel bored studying. This makes the teacher feel anxious about whether the message conveyed is effective and understandable or not with students. As stated by Mrs. Anggie,
"Worried about the condition of students who have started to get bored and are bored eventually become rebellious and don't want to study because they are tired of conditions like this that require going online". Therefore, the teacher tries to understand the situation of students by simplifying assignments and giving grades. In addition to being anxious about the condition of students, the anxiety experienced by teachers is due to technical problems during learning using video conferencing. Technical problems that are often encountered such as teachers do not understand the features of the zoom application.
Even so, students often help teachers in these technical problems and teachers also learn the technology they use themselves. However, not all teachers experience anxiety during learning through video conferencing. Based on our research, teachers who do not experience
anxiety are caused by teachers being able to adapt to online learning situations.
Conclusion
The existence of differences in learning situations has many impacts in terms of education, both affectively and cognitively, even to physical and mental health. The communication pattern that occurs in this event is a secondary communication pattern, namely the communication process delivered by the communicator with the help of a tool as a second medium after using verbal and nonverbal symbols. The existence of zoom fatigue will of course always be something that will be faced during the pandemic and this will be very possible to happen continuously even after the pandemic. The use of video conferencing has a great possibility that it will be used anywhere and anytime. Thus we conclude that the main cause of the difference in communication patterns between teachers and students is the unfamiliarity of students and teachers internally and externally to adapt in Online Learning in terms of students, teachers, time, physical, mental to the materials and facilities used are still a problem in online learning. It can be concluded that students and teachers have some significant differences, both in terms of fatigue and communication. It is possible to be discussed by further researchers.
Based on the results of the study, the researchers conveyed several suggestions to prevent zoom fatigue on teachers and students, namely:
1. Teachers can use various learning methods, where teachers are required to be more creative in learning during Covid-19 and pay more attention to the impact of zoom fatigue on students.
2. Students can stretch so that body pain does not occur and during breaks, use good rest times such as lying down for a while and doing refreshing.
Acknowledgment
Thanks to the Ministry of Education and Culture for the financial assistance provided to complete this article. And thanks also to the Indonesian University of Education, the Faculty of Social Sciences Education, and the Communication Science for guiding us in completing this article
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