When at home: a phenomenological study of zoom class experience during the COVID-19 pandemic

Abstract

In a preliminary study conducted during the early phase of the COVID-19 pandemic, i.e., the spring 2021 semester, this paper explores the integration of Zoom into online learning while in-person teaching was paused. This pilot study aims to offer initial insights to improve inclusivity and accessibility in teaching and learning. While more robust empirical research has since been conducted to enhance Zoom-based learning environments, the findings from this study remain foundational and complementary to ongoing and future pedagogical research in online education and digital pedagogy. During a one-month ethnographic study involving five participants, including college students and professors, Maurice Merleau-Ponty’s phenomenological concepts were applied to investigate how students and educators navigate temporal and spatial challenges in Zoom meetings and the strategies they use to overcome these obstacles. Additionally, an experiential autoethnography was employed to document personal experiences beyond the Zoom classroom, providing insight into participants' daily lives. By capturing a snapshot of the initial transition to remote education, particularly through Zoom meetings, this study offers valuable information for improving the online learning experience for both students and educators.