Abstract
Online video conferencing platforms, such as Zoom, are widely used for virtual classes. Zoom platforms bring flexibility and convenience, but also contribute to fatigue which is called “Zoom fatigue”. The purpose of the study is to investigate Zoom fatigue among international students at the U.S. university, and its links to Zoom-mediated communication in the field of education. The study investigates 152 international students to examine how English competency affects Zoom fatigue, and how course engagement affects Zoom fatigue in virtual classes at the U.S. university. The results show that English competency and course engagement have a negative relationship with Zoom fatigue. The study implies that when international students have high English competency, they have less Zoom fatigue experience. In addition, international students have less Zoom fatigue experience when they engage in virtual classes. The study suggests future directions on how to decrease Zoom fatigue and increase course engagement among international students in virtual classes.
Advisor
Kristen Cvancara
Committee Member
Deepa Oommen
Committee Member
Anne Kerber
Committee Member
Jae Min Lee
Date of Degree
2024
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
Program of Study
Communication & Media
Department
Communication and Media
College
Arts and Humanities
Recommended Citation
Son, Esther. (2024). Virtual classes in the U.S. University: Exploring Zoom fatigue experience based on English competency and course engagement among international students [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1427/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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