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In 2020, colleges and universities were forced to abruptly shift their in-person learning courses to a remote, virtual, or online format due to the COVID 19 pandemic. There is limited research on students’ perceptions of using video conferencing software in the delivery of coursework. The purpose of this study was to examine doctoral students’ perceptions of using a specific video conferencing platform (Zoom) as an instructional tool after coursework was initially delivered in an in-person format. Ten students from a small Midwestern university were interviewed. Data obtained from the interviews were analyzed to identify themes and subthemes. Three themes and seven subthemes were identified as a result of the data analysis. Theme one was challenges related to course instruction delivered via Zoom. Technology issues and distractions were two subthemes identified within theme one. Technology issues included connectivity, frozen screens, being dropped from the internet, cutting out, and not being able to hear all class participants. Distractions included noise being made by children and pets. The second theme was positive aspects related to course instruction delivered via Zoom. Flexibility and access to faculty were two subthemes within this theme. Respondents provided examples of an increased balance between work, home, and class, and reduced driving time associated with Zoom classes as examples of flexibility. All participants described examples of increased access to faculty and the ease of sharing documents or having questions answered without having to drive to meet with faculty. The third theme was recommendations for improving instruction for courses using Zoom as a delivery tool. Three subthemes were identified for this theme. The first subtheme was the need for faculty training. Respondents described faculty members who were not familiar with the operational features of Zoom, including struggling with sharing documents and responding to the chat function. A second subtheme was the need for student training in the operational features of Zoom. Respondents described challenges associated with initiating Zoom with others, screen sharing, and lack of knowledge about other functions of Zoom. The third subtheme was the allocation of time for social interaction with peers. All study respondents indicated that they experienced greater isolation associated with Zoom instruction than face-to-face instruction. One option recommended for improving social interaction was to allow class members to have dedicated time to interact in a breakout room for several minutes each class session with no agenda other than developing relationships with peers. The findings of this study may be useful to personnel at the institution where the study was conducted and other institutions using video conferencing as a platform for instruction. Future study should focus on faculty and student perceptions about the use of video conferencing as an instructional tool, especially at the graduate level. |
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