Zoom Engagement of Pre-service Teachers during Emergency Remote Classes

Abstract

Emergency Remote Learning presented unplanned and unexpected educational paradigms from traditional to remote classes that occur due to the COVID-19 outbreak in various countries. Zoom platform served as an emergency solution, providing a potentially safe environment for learning. Students adjusted to the new mode of teaching and learning process since the beginning of the pandemic. This study aimed to determine the pre-service teachers' perceptions of their experiences in utilizing Zoom technology to enhance their engagement (cognitive, emotional and behavioral) during emergency remote classes. Following a cross-sectional survey design, pre-service teachers enrolled in a state university (N=242) were randomly selected into strata to answer a Likert type created questionnaire with two open-ended questions. Descriptive statistics was used for the quantitative data, while content analysis was adapted in the qualitative portion of the survey. Findings revealed that Zoom Technology is an viable tool during students’ engagement in emergency remote classes. However, pre-service teachers prefer face-to-face classes than online classes with the use of video conferencing tools such as Zoom. Qualitative analysis revealed the following rewards of Zoom into three categories: collaborative student interaction, online flexibility and adaptability, and performance reliability. However, some drawbacks in utilizing Zoom included: connectivity status, complexity in features, and online health struggles. Based on the results, this study serves as a basis for instructors, pre-service teachers, course designers, and academicians to provide the most suitable online learning platforms. It is recommended that instructors create various course learning activities, such as using performance-based tasks which may include online debates or other oral communication activities to foster student engagement.