Tackling Zoom Fatigue

 

STAYING ENGAGED WITH ONLINE LESSONS

With hours of online classes throughout the day, your student may be experiencing the stress and tiredness commonly associated with staying engaged in their online lectures, often referred to as “Zoom Fatigue.” Video conferencing calls have proven to be more draining on the brain and body with longer periods of intense focus required to comprehend information that is shared and communicated differently in a physical classroom.

MANAGING ZOOM FATIGUE

The focus required to remain consistently engaged in remote lectures, class after class, can be both mentally and physically draining. Processing information over video calls requires more focus, especially when we are distracted. Fortunately, there are some important steps students can take to better manage and comprehend information, all while preventing the dreaded Zoom Fatigue.

Here are some tips to keep your attentiveness tuned during video classes:

  • Keep Snacks Nearby: Have snacks nearby for the time in between classes. If your student needs a snack during class, they should turn off their camera to limit the distractions for other students.

  • Speak Up: Asking questions or adding comments to discussions will help keep students on top of the conversation and engaged.

  • Keep the Camera On: Students may ‘zone out’ more easily with their cameras off, because no one can see what they’re doing. Here’s the best strategy: keep the camera on for accountability, but hide the self-view to limit distractions (see the last tip).

  • Close Other Tabs: Limiting distractions is one of the most effective strategies for avoiding fatigue and optimizing performance. Multitasking often interferes with our ability to remember information and can therefore limit your student’s overall effectiveness. Have your student turn off computer notifications and keep their phone away from the work area.

  • Take Breaks: Between lessons, your student should step away from their work space and from screens in general. Having a snack, doing some form of physical activity, or taking some time to breathe and relax can help them stay energized.

  • Hide Self-View: A lot of time can be wasted looking at your own video feed. Worrying too much about how you look to your group and making regular adjustments can be both distracting and energy-consuming.

Incorporating the aforementioned best practices into video calls will help your student remain attentive and prevent excess energy from being diverted to external stimuli. Also, where possible, consider using other methods of communication (phone calls or email) to prevent unnecessary fatigue.

A NOTE ON VIDEO CONFERENCING AND NON-VERBAL COMMUNICATION

Compared to in-person learning and communication, video conferencing relies almost entirely on verbal communication and effective comprehension through listening. Without the combination of verbal and non-verbal cues to which we are accustomed, video conferencing adds another challenge to overcome. Students are able to pick up on emotions and feelings through non-verbal cues, such as facial expressions, posture, and gestures, all of which are not communicated as easily over video. Such non-verbal cues also add context to the information conveyed, thereby making it easier to interpret. Without non-verbals, using words and tone alone to interpret information can require greater focus and prove more tiring.

If your student seems more drained after a day of distance learning classes than they might after a typical day of in-person school, this communication difference may be a contributing factor.

ADDITIONAL RESOURCES

 
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