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Fadiga do Zoom em contexto académico : o que este fenómeno implica nos estudantes universitários em Portugal
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Abstract(s)
Devido à pandemia do COVID-19, o ensino presencial sofreu uma interrupção e o mundo abriu portas ao ensino à distância. Esta transição repentina e urgente no modo de ensino ocorreu com a finalidade de garantir a continuidade pedagógica, tendo as universidades se apoiado fortemente de plataformas online com capacidade para efetuar videochamadas com grupos de elevadas dimensões (e.g., Zoom Meetings). Após a transição do presencial para o exclusivamente online, a população começou a demonstrar diferentes sintomas, entre os quais cansaço, ansiedade, solidão, fadiga e desmotivação. Este fenómeno foi apelidado de fadiga do Zoom. O presente estudo pretende investigar o que é a fadiga do Zoom, o modo como os estudantes universitários em Portugal experienciaram o fenómeno e se o mesmo diverge entre os vários anos de escolaridade. Para a analise utilizou-se uma metodologia mista. A amostra é composta por 365 estudantes universitários do 1º ano de Licenciatura ao 1º ano de Mestrado, com idades compreendidas entre os 18 anos e os 24 anos. A análise dos resultados permitiu investigar a existência de sintomas associados à fadiga do Zoom, em que uma grande parte dos sentimentos mostraram ter concordância entre os quatro anos de escolaridade. Verificou-se, ainda, que os estudantes assumiram uma preferência pelo ensino misto e que não existem diferenças significativas relativamente ao ano escolar e à preferência no tipo de ensino.
Due to the COVID-19 pandemic, face-to-face teaching was disrupted and the world opened the door to distance learning. This sudden and urgent transition in the way of teaching occurred with the purpose of guaranteeing pedagogical continuity, with universities relying heavily on online platforms capable of making video calls with large groups (e.g. Zoom Meetings). After the transition from face-to-face to exclusively online, the population began to show various symptoms, including tiredness, anxiety, loneliness, fatigue and demotivation. This phenomenon has been dubbed Zoom fatigue. The present study aims to investigate what Zoom fatigue is, how university students in Portugal experienced the phenomenon and if it differs among the various years of schooling. A mixed methodology was used for the analysis. The sample is composed of 365 university students from the 1st year to the 1st year of a Master's degree, aged between 18 and 24. The analysis of the results allowed us to investigate the existence of symptoms associated with Zoom’s fatigue, in which a large part of the feelings showed agreement among the four years of schooling. It was also found that students preferred mixed education and that there are no significant differences regarding the school year and the preference in the type of education.
Due to the COVID-19 pandemic, face-to-face teaching was disrupted and the world opened the door to distance learning. This sudden and urgent transition in the way of teaching occurred with the purpose of guaranteeing pedagogical continuity, with universities relying heavily on online platforms capable of making video calls with large groups (e.g. Zoom Meetings). After the transition from face-to-face to exclusively online, the population began to show various symptoms, including tiredness, anxiety, loneliness, fatigue and demotivation. This phenomenon has been dubbed Zoom fatigue. The present study aims to investigate what Zoom fatigue is, how university students in Portugal experienced the phenomenon and if it differs among the various years of schooling. A mixed methodology was used for the analysis. The sample is composed of 365 university students from the 1st year to the 1st year of a Master's degree, aged between 18 and 24. The analysis of the results allowed us to investigate the existence of symptoms associated with Zoom’s fatigue, in which a large part of the feelings showed agreement among the four years of schooling. It was also found that students preferred mixed education and that there are no significant differences regarding the school year and the preference in the type of education.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Clínica.
Keywords
COVID-19 Fadiga do Zoom Estudantes universitários Ensino à distância Ensino misto Zoom fatigue University students Online learning Blended learning