Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

What is it like for a learner to participate in a Zoom breakout room session?

Healey-Benson, Felicity, Johnson, Michael ORCID: https://orcid.org/0000-0001-8405-5620, Adams, Catherine and Turville, Joni 2022. What is it like for a learner to participate in a Zoom breakout room session? Presented at: 13th International Conference on Networked Learning (NLC 2022), Sundsvall, Sweden, 16-18 May 2022. Published in: Jaldemark, Jimmy, Håkansson Lindqvist, Marcia, Mozelius, Peter, Öberg, Lena-Marcia, de Laat, Maarten, Bonderup Dohn, Nina and Ryberg, Thomas eds. Proceedings for the Thirteenth International Conference on Networked Learning. Mid-Sweden University: Networked Learning Conference Consortium,

[thumbnail of Healey-BensonJohnsonAdamsTurville2022ZoomBreakoutRoom.pdf]
Preview
PDF - Published Version
Available under License Creative Commons Attribution.

Download (405kB) | Preview

Abstract

Though virtual classrooms are not new, the COVID-19 pandemic sent many teachers and students online for the first time. This paper examines the use of a web-based video conferencing tool, Zoom, and in particular, the use of breakout rooms as part of a student’s learning experience. We ask: what is it like for a learner to participate in a Zoom Breakout Room session? Using Max van Manen’s (2016) phenomenology of practice, we collected learners’ lived experience descriptions of participating in a Zoom breakout room, then reflected on them phenomenologically as a way to generate new insights into this recently common online learning experience. Four moments are portrayed: a learner’s arrest at the announcement of breakout rooms; a learner’s transition into a breakout room as existential suspension; surveilling self and others in a breakout room; and exiting the breakout room as a moment of foreclosure and re-disorientation. The paper compares Zoom breakout rooms with aspects of videogaming and notices a detriment to Freirean problem-posing education if students can avoid standing, unmediated, behind just their words, even in the relative safety of a small group of peers.

Item Type: Conference or Workshop Item (Paper)
Status: In Press
Schools: Healthcare Sciences
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Uncontrolled Keywords: Zoom video-conferencing, breakout room, phenomenology of practice, Covid-19, lived experience, presence, The Pivot, small group learning, collaborative learning
Publisher: Networked Learning Conference Consortium
Date of First Compliant Deposit: 21 May 2022
Last Modified: 20 Oct 2022 09:39
URI: https://orca.cardiff.ac.uk/id/eprint/149933

Actions (repository staff only)

Edit Item Edit Item

Downloads

Downloads per month over past year

View more statistics