Online Teaching amid COVID-19: The Case of Zoom

Spathis, Prométhée; Dey, Ratan

doi:10.1109/educon46332.2021.9453918

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…Integrating eye-tracking with video-conferencing software may offer insight into the unique leadership challenges of managing a team in virtual versus face-to-face settings. Although companies have begun to offer attention-tracking software for video conferencing (such as the 'attention tracking' feature in Zoom; Spathis & Dey, 2020) to ostensibly identify disengaged employees and improve team meetings, there is a need to assess the accuracy of these attention identification measure, as well as to gain insight into optimal and suboptimal gazing patterns in meetings and the role of leaders in such settings. Relatedly, however, an important consideration is to weigh privacy concerns and the amount or degree of surveillance.…”

Section: How Eye Gaze Reflects and Shapes Team Coordination And Effec...mentioning

confidence: 99%

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Cheng

Gerpott

Benson

et al. 2023

The Leadership Quarterly

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Section: How Eye Gaze Reflects and Shapes Team Coordination And Effec...mentioning

confidence: 99%

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Cheng

Gerpott

Benson

et al. 2023

The Leadership Quarterly

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“…Many studies have investigated improvements in the quality of real-time remote lectures. Spathis et al used the attention tracking function of Zoom [6], a remote meeting system, to evaluate the performance of real-time remote lectures by scoring the students' attention [7]. They also investigated how to use the attention-tracking and recording functions available in Zoom in a face-to-face setting.…”

Section: Research On Remote Lecturesmentioning

confidence: 99%

Investigation of the Effect of Students’ Nodding on Their Arousal Levels in On-Demand Lectures

Sumida

Ohnishi

Terada

et al. 2023

Sensors

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Due to COVID-19, various lecture styles are being explored. On-demand lectures are attracting increasing attention due to advantages such as being able to watch without restrictions due to location and time. In contrast, on-demand lectures have disadvantages, such as no interaction with the lecturer, so the quality of on-demand lectures should be improved. Our previous study showed that when participants nod without showing their faces in a real-time remote lecture, their heart rate state changes to arousal and nodding can increase arousal. In this paper, we hypothesize that nodding during on-demand lectures increases participants’ arousal levels, and we investigate the relationship between natural and forced nodding and the level of arousal based on heart rate information. Students taking on-demand lectures rarely nod naturally, so we used entrainment to encourage nodding by showing a video of another participant nodding, and by forcing the participants to nod when the other participant nodded in the video. The results showed that only participants who nodded spontaneously changed the value of pNN50, an index of the arousal level, which reflected a state of high arousal after one minute. Thus, participants’ nodding in on-demand lectures can increase their arousal levels; however, the nodding must be spontaneous, not forced.

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“…are within this zone range. As an example, Zoom Cloud Meeting is the most popular virtual meeting platform worldwide (Spathis & Dey, 2020). Zoom Cloud Meeting allows remote contact with multiple individuals with the features such as recording, survey, chatting, annotation, etc.…”

Section: Four Modes Of Online Classroomsmentioning

confidence: 99%

Teaching of Writing Skills in An EFL Online Classroom at A Secondary School: Between Bandwidth and Immediacy

Fitriyana,

Anjaniputra

2023

Jepal

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Despite the need for online classrooms, the scarcity of studies in online writing classes leads to the limitation of the modes of learning in writing classes. This study portrays the learning of EFL writing in online classrooms by delving into different modes that the teacher used. This study is carried out by employing a qualitative approach. The data were collected by using students’ reflective journals and semi-structured interviews. The participants of the study were 35 students of the twelfth grade and one English teacher. As the data from the students’ journal and the interview were categorized into broader themes, the teaching and learning activity was compatible with modes of online classrooms in Modes 1 and 2 which were low bandwidth-low immediacy and low bandwidth-high immediacy. This denotes low bandwith as the preferred mode used by the teacher, presumably due to the technical access and supports. Thus, English teachers can implement interesting media for teaching and learning depending on the availability of the learning sources by sticking to the availability of online learning modes. For the students, students can ask the teacher if they encounter difficulties in online classrooms.

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Online Teaching amid COVID-19: The Case of Zoom

Cited by 4 publications

References 8 publications

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Eye gaze and visual attention as a window into leadership and followership: A review of empirical insights and future directions

Investigation of the Effect of Students’ Nodding on Their Arousal Levels in On-Demand Lectures

Teaching of Writing Skills in An EFL Online Classroom at A Secondary School: Between Bandwidth and Immediacy

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