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EXPLORING STUDENTS ONLINE LEARNING: A STUDY OF ZOOM APPLICATION

Article in Gazi University Journal of Science · February 2021

DOI: 10.35378/gujs.691705

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Research Article GU J Sci 34 (02):(2021)
[
https://doi: 10.35378/gujs.691705
Gazi University
Journal of Science

https://gujs.org/

EXPLORING STUDENTS ONLINE LEARNING: A STUDY OF ZOOM

APPLICATION

Dr. SHAHID MINHAS1, TASADDAQ HUSSAIN2 , ABDUL GHANI3 , KIRAN SAJID4

1
Assistant Professor, Department of Mass Communication, Gift University, Gujranwala
2
(PhD) Assistant Professor, School of Mass Communication, Minhaj University Lahore, Pakistan.
3
(PhD) Assistant Professor, School of Mass Communication, Minhaj University Lahore Pakistan.
4
MPhil Scholar, Department of Mass Communication, Lahore Leads University

Article Info: Received – Oct 2020: Accepted – Jan 2021: Published – Feb 2021
Keywords: Online Classes, Zoom App, Covid-19, Students Learning, Lecture Recording

ABSTRACT
Video communication is very important during online classes, Pakistan, an under advance technological country
faces problems launching online classes. Universities feel confident to start online classes after getting permission
from Higher Education Commission to use Zoom video Conferencing Application for the classes.
The study investigates students learning during online classes using Zoom Application. A Structured electronic
questionnaire was distributed among the students of three Pakistani universities to understand the student’s
personal experience regarding Zoom Application usage during online classes.
The Study results shows that Zoom Video Conferencing Application was remained the best for the online classes.
Students were satisfied about the overall class management and General interface of the Zoom application and
appreciated screen sharing, lecture recording features of the application.

INTRODUCTION
The Covid-19, a global epidemic dramatically transformed the teaching environment
completely. Numerous courses that have typically been taught face to face have now had to be
cross-engineered in a digital world without enough input from instructors as there is no doubt
that the provision of students learning is something that can never be stopped. Higher
education, in particular, will reinforce in our young people is the duty to play their crucial role in
getting Pakistan out of such a difficult situation. However, the interests of pupils have not been
fully resolved while announcing the online classes by the government. Higher Education
Commission established procedures promoting educational institutions to migrate towards
online education while taking into consideration their corresponding capability and the skilled
manpower. The six requirements for the rollout of online courses by any university were: the
availability of the Learning Management System ( LMS), trained online learning professors, the
availability of online teaching material, the availability of web-based course content, the
technology-readiness platform by which courses can be organized and, last but not least, the
willingness of students in learning. In Pakistan, as a developing country, options such as setting
up a single online teaching network for universities, negotiating taleem packages, creating
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lectures in blending modes, and setting up student facilitation committees were discussed to
address the technological issues in far-flung areas of the country.
Since there is still a bright lining in the sky, in these difficult times it is high time to see the
possibilities. Any of the guidelines include the implementation of a consistent and systematic e-
learning strategy with the consensus of all parties together for a paradigm change from
conventional teaching to inclusive efficient and egalitarian e-learning. To promote online
learning, it is important to include accessible digital infrastructure, including laptops, high-
speed internet services, and online teaching platforms to faculty and students in any way
universities.
Any video teleconferencing apps, such as Skype, Google Classroom, or Zoom, tended to be the
most apparent way of offering a virtual face-to-face experience. However, in the rush to get
classes online, there has been inadequate preparation for this move, especially concerning
protection. Zoom has arisen as a video conferencing preferred method, but not strictly based
on any realistic factors. Professors who have not trained online before may have difficulties
using the video tool for some reasons, such as computer inconsistency, sluggish bandwidth in
Pakistan, and general inexperience with the digital context. Students will also have access to
poor (or no) internet, as well as many technical problems such as video latency, crashing, or
latency.
Besides, Zoom has suffered from a variety of security problems, including Zoom bombing,
privacy concerns, and a lack of data protection. Problems about the rapid emergence of a face-
to-face online classroom need to be addressed, especially those concerning Zoom as a digital
learning tool.
Zoom was not initially developed as an academic classroom tool, but many configurations and
operational software are more targeted to corporate users than to educators or learners. This
would not usually mean that Zoom cannot be used effectively in educational settings, clearly
that hosts need to introduce themselves with the app and be mindful of the different
configurations, especially in the free version, which does not contain any of the more effective
regulatory features. This can create a fairly learning curve for participants who are not
especially technologically savvy.
The free account offers hosts a small selection of options, including the power to organize
events. Sessions are oriented towards online interactive activities in which members exchange
knowledge of different forms. A-Zoom session enables the host to mute attendees, but all
participants should be granted the option to unmute their voice, but this would not be ideal in
a learning environment. Attendees in sessions will even post footage even without the host's
permission. As of March 26, 2020, the free edition of the Zoom conferences will switch
immediately to the "One Host" screen sharing, which is the easiest way to prevent interruption.
Online edition sessions are open to up to 100 members.
173 Dr. Shahid Minhas / GU J Sci 34 (02):(2021)

Throughout-meeting interaction is accessible at free sessions such as "discussion experiences"

and "non-verbal suggestions" which are identical to emojis. Restricted captions and videos are
also included in the free edition.
Before beginning a conference, hosts can review the Security settings (bottom of the Zoom
Conference screen) to ensure that they have chosen the actions of the attendees that they
choose to allow; otherwise, participants were able to share their screens and unmute their
microphones at will. Share Screen settings can also be tested and set to "Host-Only" in general.
Zoom further provides conferences that differ from sessions in that webinars are structured for
the session in effects of the teacher rather than teamwork. Conferences are important to be a
more convenient solution for teachers since they allow the presenter much more control over
the behavior of the child. Webinars, though, are only possible with a paying option.
The study was conducted to explore that Zoom Application usage and importance in the
students learning during online classes. This study also aims to identify the issues and
challenges faced by students while online classes. This study helps the educational institutions
in addressing the identified issues through recommended strategies so that wasting of
resources, time, and skills could be prevented and facilitating students during online education.
LITERATURE REVIEW
Surry et al. (2005) indicated that incorporation of incorporation of educational innovation in
learning may face various obstacles, such as the architecture of technology, students'
competence, technical quality, and instructors' motivation. No matter how powerful the
invention is, without proper application, it serves a little function. Much higher education
establishments have struggled because of inadequate policies, increased demand for
innovation, and opposition to reform, competitiveness, and weak quality of programs (Elloumi,
2004; Saadé, 2003)
For developing countries, such as Pakistan, which have limited funds and technological skills
compared to other countries, these concerns are becoming more evident. The awareness
provided by learning in teaching, of course, is much more amusing (Garrison & Anderson,
2003). Therefore, rising academies across the realm are expected to keep e-learning. Analysis
has shown the advantages of asynchronous video in promoting input from staff and colleagues
(Borup, West, Thomas, & Graham, 2014). Either of us used a hybrid of Camtasia and EdConnect
to offer screencasting input on student initiatives, and another had students give peer
commentary on students' learning units using screencasts.
They noticed that the treasurer was particularly beneficial when giving input on multimedia
initiatives (e.g., internet sites), where it is difficult to provide information even without footage
created in screencasts.
Hattie (2009) concluded that "responses was one of the most important success factors" (p.
173). There will also be an important influence on students with comprehensive reviews
174 Dr. Shahid Minhas / GU J Sci 34 (02):(2021)

(Lowenthal & Dunlap, 2018). Although text feedback has benefits, asynchronous video can
provide clear guidance to teachers while also helping to build feelings of public participation
(Borup et al., 2014). In this way, teachers can give significant input while still physically
expressing their valuable support.
METHOD OF THE STUDY
To investigate the students learning in the context of Zoom Application as video classroom
structured questionnaire using Likert Scale. The questionnaire was developed focusing on
students learning and interface using Zoom Application. At end of the questionnaire, an open-
ended query to list any other related e-learning concerns was also raised. To prevent
misunderstanding and a distinct understanding of effects, derogatory comments on the method
were enacted in SPSS. Bachelors, postgraduate and doctoral students from Gift University,
NCBAE Bahawalpur, and SZABIST University Islamabad were the population sample for the
study. The majority of evening students are working people with a good awareness of
organizations and their philosophy of learning. Out of 200 questionnaires, 150 questionnaires
were received to the students.
RESULTS AND ANALYSIS
The results collected through questionnaire are presented in following Table- 1 and Figure- A
which shows that most of the students are agree and satisfied with Zoom Application for video
session or learning during online classes. According to results 40% students agree with the
effectiveness of Zoom Application during online classes which means that learning positively
affected while using zoom application students however, 18% students disagree with
effectiveness of Zoom Application. 40% of the students are facing difficulties with the
connection speed which shows that most prominent problem with Zoom Application is
connection speed.
The results showed that overall class management, general interface and Lecture recording
features of the Zoom Application for online classes are most satisfactory for the students, as
70% of the students are agree with effectiveness of the lecture recording, 54% are agree with
general interface of the zoom application while 60% are agree with overall class management
of the zoom application for online classes in context of students learning. The results also
showed that teacher students interaction feature of the zoom application are positively
effective for the students learning as 30% of the students are agree with the question while
45% of the students are agree with feature easy to use of the zoom application which means
that students could learn easily while using zoom for the online classes.

Table – 1 Students online learning via Zoom Application

175 Dr. Shahid Minhas / GU J Sci 34 (02):(2021)

S. Strongly Strongly
No Variable Agree Agree Disagree disagree Neutral
1 Effectiveness of Zoom in online class 40% 16% 18% 8% 18%
2 Connection Speed 15% 10% 40% 25% 10%
3 Video/ Audio Quality 13% 17% 33% 16% 21%
4 Sharing Material/ Screen 55% 16% 12% 8% 9%
5 Recording Lectures 70% 15% 5% 2% 8%
6 General Interface 54% 10% 10% 12% 14%
7 Overall Class Management via Zoom 60% 12% 8% 2% 18%
8 Easy to Use 45% 15% 25% 13% 2%
9 Teacher-Student Intraction 30% 20% 20% 15% 15%

Figure-A

ANALYSIS AND DISCUSSION

A significant benefit of this Zoom technology is that it enables shared opportunities to learn by
empowering multiple students to access a single study at the same time as either the close
supervision of participants, each with the way to maintain the display and scrolling through
objects. Responsible for overseeing participants or controlling screen access by host computers
acts as an essential security mechanism. When answering questions about audio or text chat
style, each participant can also annotate or refer to results.
176 Dr. Shahid Minhas / GU J Sci 34 (02):(2021)

Although primarily related to the 2020 Covid-19 pandemic where social distancing is key, there
are many other opportunities to the capability to examine cases directly. Considerable time
reduction can be accomplished by digital studied-out rather than on-site travel, especially at
universities with so many academic goals or remote far-flung fields. Using versatility across
multiple networks, including smartphones, facilitates easy adaptability in the presence of
secure Internet. A significant benefit can consist of on-call students requesting assistance from
co-residents, assistants, or staff who do not have direct remote access. Getting someone
participant, also a supervisor, who sees a challenging study as a part of self-assurance for a
trainee, even with remote imaging equipment, is not a burdensome task.
There are several pitfalls as useful as video-conferencing may be. When new technology is
adopted, there will be a learning curve to familiarize the customer with the app, which may
lead to delays in its adoption in the standard process. Such technological constraints, including
poor Internet access that leads to missed links, slow live video, or camera malfunctions, which
can also cause a video meeting. During online classes, Zoom is not as common as PowerPoint
presentations during face-to-face or on-campus classes, so when they launch, most participants
are still not comfortable with this application. The individual has little problem beginning the
test, but then they have had trouble locating certain functionality after the lesson has begun.
Zoom also has voice messaging, view sharing, and text chat functionality, much like Skype. The
observation reveals that Zoom is known to be more effective in the teaching-learning process,
also with almost equal characteristics. The matter of disconnecting from Skype never exists in
Zoom. Furthermore, in web video distribution, the audio in the Zoom application was received
plainly by all the members.
Waiting rooms that are not visible on Skype are provided by Zoom. This function encourages
the teacher to break the pupils into many smaller groups. In teaching speech and presenting
skills, this feature is useful. The teacher may visit each class to review how the participant's
presentation and discussion are going. The client will eventually be taken back to the "key
room" after the time has been allocated until the session is completed. Co-annotating and
remote control are other functions that are often considered useful. By using the remote
control feature, the teacher will allow participants control to the mouse.
This is useful because participants have been offered a transition to current operational steps
so that they can, for example, use mouse access to select the correct answer. The co-annotate
role offers access to the arrow, line, ink, etc. for each participant to use. For participants, this
element, particularly the arrow, is helpful when the educator asks them to point out examples
of particular vocabulary or map locations. There is also a downside to the Zoom method based
on the evaluation. Compared to Skype, Zoom's design is considered a little complex, because
certain features are difficult to locate.
A disadvantage of the future simulated layout is that it is possible to access only a single
computer screen per user at a given moment when many students currently use three to four
177 Dr. Shahid Minhas / GU J Sci 34 (02):(2021)

displays at once to view the requisite images and videos. The host or attendant must attempt
to hold the matching photos and sequence on the sharing window.
In contrast, if the host could share a test monitor's frame, the displays of the attendees cannot
be of equivalent size, causing the discomfort of seeing smaller images or needing to rotate
across the full-width video photo. Digital read-outs may also be slower than a typical in-person
read-out when adding these variables, and video conferencing was only used selectively.
A significant drawback that should still be known as a security violation. There have been
several recorded cases of unwanted visitors attending social conferences where the linkage is
created and shared over the Internet, which may result in a violation of confidential health
information. The proactive introduction of a "waiting room" to track users and the security of
passwords will preserve privacy and help deter vital security breaches.
Zoom Video Correspondence has attracted scrutiny for its weak security requirements,
considering the speed at which Zoom video-conferencing functionality has been implemented.
E.g., there have been recent reports that data analysis capabilities within the Zoom app have
allowed users to covertly access LinkedIn data from another user. While Zoom's protection has
been advertised as "end-to-end encrypted," this is only true when Zoom web-based
applications are used by participants. When users use a computer that is not connected via
Zoom's network protocols, such as a cellular phone, to enter, encryption cannot be
implemented directly.
Finally, it would never be as successful as an in-person partnership, regardless of how powerful
the new technology is. The lack of possible visual cues offered by the nonverbal communication
of other people will lead to a loss of interest and may dehumanize the interaction between
trainee students supervising students. Interacting with others using a video screen can also be
more difficult, leading to diminished attention and susceptibility to external disturbances.
Besides, repetitious talks may arise from a slight time delay between answers that frequently
arises during video calls.
CONCLUSION
Although the use of online video calling has been quickly adopted in the sense of the COVID-19
epidemic, its persistent use in training development has substantial reach. Work schedule
planned read-out lessons that could be viewed by students in remote areas or on another
network can enhance schooling. A portion of the studying-out zoom software encourages
anyone who has been subjected to a certain issue and promotes the teachers to join, creating a
more unified interface that could be desired when receiving the call or replacing learning
activities.
Especially in the current COVID-19 epidemic, the learning of our students remains an ongoing
responsibility. Typically, the application of accessible technology will allow teachers to be
 178 Dr. Shahid Minhas / GU J Sci 34 (02):(2021)

optimally trained, not just in times of difficulty, but also in the prospect of a shift to regular
activities.
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