Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus

Abstract

The coronavirus pandemic (COVID-19) outbreak forced all universities to demand that lecturers move their services fully online and use video conferencing technology (VCT) to supplement learning management systems for online learning (e-learning). They were not given any framework prior to this request, nor sufficient training. This qualitative interpretive case study explores lecturers’ reflections on the use of Zoom VCT for e-learning at a South African university during the lockdown resulting from the COVID-19 outbreak. Eight out of 15 lecturers from a teacher education programme were asked to complete e-reflexive activities and one-on-one semi-structured Zoom interviews. Data were thematically analysed, and the theoretical framework of connectivism was used for guidance. Lecturers found the Zoom VCT to be a useful platform to enhance effective and synchronous e-learning. However, they were battling to address Zoom digital fatigue, promote autonomy, and enhance emotional connectedness. This study provides practical and theoretical interventions to enable university lecturers to cross boundaries of Zoom system feature challenges in order affect e-learning.

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