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Becky Tugman, Clemson University
Keywords: Accessibility, Inclusion, Zoom
Key Statement: Daily Zoom usage in an in-person class benefits both students and the professor by increasing student accessibility and creating a reference of the course material.
Introduction
During the pandemic, many instructors were forced to use Zoom to allow for social distancing and remote learning. When higher education policies reverted to in-person learning, many professors also stopped using Zoom as a learning modality. The discontinuation reasons included that Zoom was no longer needed; a fear that students wouldn't attend class if Zoom participation was an option or if online; and concerns that students would not pay attention or be engaged (Wong et al., 2022).
Despite these shortcomings, I encourage faculty to keep an open mind regarding Zoom as a standard classroom modality. Many classrooms were fitted with cameras and microphones during the pandemic. Even absent infrastructure changes, faculty now possess knowledge and capability to facilitate online presentations. Although not necessarily for every student, every session, offering Zoom sessions can create an inclusive and equity-focused teaching option.
Image courtesy of Wix
Equity via Zoom as a Standard Attendance Option
Allowing a Zoom option can create an inclusive and equity-focused teaching opportunity. The University of Michigan Center for Research on Learning and Teaching (n.d.) defines equity-focused teaching as “a learning environment where students have equal access to learning, feel valued and supported, experience achievement of course outcomes, and have a responsibility to equitable engagement and treatment in the learning community” (para. 1). A student will not learn if access is restricted due to uncontrollable circumstances.
Since the end of the pandemic, I have opened Zoom for every class period for my in-person class. Each class is recorded to the Cloud and made available directly to the student with a reasonable request (i.e., doctor's appointment, university obligation, learning disability, etc.). Zoom etiquette (dress, backgrounds, participation, etc.) is discussed on the first day of class. Employing a Zoom option for course access offers each student an alternative method for keeping up with topic coverage and permits a timely review of previous class sessions as students prepare for exams.
Logistics of a Standard Zoom Attendance Option
Students may have several reasons for not attending class. Admittedly, some have more to do with their learning interests (i.e., the relevance of course content to future career, attendance policy, or teacher performance), but many are due to valid, unforeseen circumstances (Rijavec & Miljkovic, 2015). In the past two years, my students have requested medically to be on Zoom because of minor ailments (i.e., fear of spreading germs, running a fever, and gastrointestinal issues where being near a bathroom is preferred) to more serious conditions of a mental health crisis or surgical interventions. For non-medical reasons, requests have included lack of transportation (bus or vehicle issues), family obligations (weddings or funerals), pet issues, athletic or school-sponsored events, and oversleeping. Some students never use the Zoom option, whereas others may use it multiple times within a semester.
The students are informed of this option at the beginning of the semester, and a policy limiting abuse is posted on the syllabus and in the learning management system. The class Zoom link is posted on the learning management system and the waiting room feature is disabled (in case students join after the start and I am unaware they are in a waiting room). Students must request via email to join the class via Zoom. I track student requests. If a person has multiple requests in a semester, I arrange a meeting with the student to find out what barriers prevent regular physical attendance. In the two years of instituting this policy, I have only had one student who I felt used this option as an excuse for not coming to class.
The students are requested to have their camera on, as Kushlev and Epstein-Shuman (2022) found that students who were visible perceived a higher level of engagement. As part of the policy, students are aware that they may be called on to answer questions and to speak up instead of using the chat feature, as I will not be monitoring the chat. When students are asked to work in groups in the classroom, I request that in-person student join Zoom as well; that way, I can add the online person into a breakout room to promote engagement. As I circle the room, I can hear the Zoom attendant having the same discussions that are occurring in the in-person groups.
Student Response to Zoom Attendance Option
To gauge student views on the policy, a question on the end-of-semester evaluation asked students to select the statement they most agreed with:
I appreciate the hybrid format, and it should remain that students can engage on Zoom with the instructor.
Students should only be allowed to be on Zoom if given a university-approved excuse, as it takes away from class.
Zoom is a distraction and should be removed as an option for an in-person class.
Sixty-one students answered the question, with 59 students selecting statement one and two students choosing statement two. The question also had a space for students to comment and provide insight into their selection. Many students commented on the benefits of participating and avoiding missing class discussions and course content. If unforeseen circumstances occurred, the Zoom option decreased student stress of missing out or getting information from peers. Most felt that it should remain, with the instructor's permission to avoid abuse of accessibility. One student said, “It made the class more accessible and allowed me not to compromise my learning. When I had to miss class because of competitions, I was still able to gain the information and learn.” Both people who selected statement two were worried about the quality of excuses to not be in person.
Zoom Recording Pedagogical Advantages
Recording classes can be advantageous for students who are absent, I have also found that the recordings benefit me. On student presentation days, I review the recording as a backup method for grading presentations. I review the transcripts to help determine assessment questions on quizzes and exams. This is especially helpful when I teach multiple sections and want to ensure the material's breadth and depth was included in the class before it is an assessment question. When a student questions how the material was covered (e.g., "you said in class…"), I can review the transcript and then clarify during the next class period. Reviewing the Zoom transcripts/recording also allows for reflection on how I may better approach a topic next time. All recordings and transcripts are deleted at the end of the semester and are never shared outside of the class.
Conclusion
Although we may wish that many lessons learned during the pandemic could be forgotten, I challenge higher education faculty to consider incorporating Zoom as a regular classroom practice to provide a more inclusive learning environment. As another student said, "I just want what is best for other students, and [Zoom access during in-person class] may be inconveniencing at times for the professor, but I think accessibility is important."
Discussion Questions
What are the reasons/barriers you do not currently use Zoom in your classroom?
What circumstances do you feel would be fair for a student to join via Zoom instead of being in person?
How could Zoom transcripts potentially improve your in-person teaching?
References
Epstein-Shuman, A., & Kushlev, K. (2022, February 8). Lights, cameras (on), action! Camera usage during Zoom classes facilitates engagement without increasing fatigue [Course]. American Psychology Association. https://doi.org/10.17605/OSF.IO/M63SG
Rijavec, M., & Miljkovic, D. (2015). Reasons for missing classes in college; the role of personality traits. Procedia - Social and Behavioral Sciences, 205, 480–484. https://doi.org/10.1016/j.sbspro.2015.09.046
University of Michigan Center for Research on Learning and Teaching (n.d.) Equity-focused teaching. https://crlt.umich.edu/equity-focused-teaching/principles-strategies-resources
Wong, J. T., Mesghina, A., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (2023). Zooming in or zoning out: Examining undergraduate learning experiences with Zoom and the role of mind-wandering. Computers and Education Open, 4, 100118. https://doi.org/10.1016/j.caeo.2022.100118
About the Author
