Zoom supported emergency remote teaching and learning in teacher education: A case study from Hong Kong

Abstract

The shift from face-to-face teaching to emergency remote teaching has become the new normal due to the pandemic in 2020. However, little research has been conducted in Hong Kong to investigate pre-service teachers’ perceptions of the immediate adoption and delivery of online face-to-face teaching. In response to this call, the present research conducted a questionnaire survey with 48 pre-service teachers at a Hong Kong university to examine their perceptions of Zoom as a viable alternative to the suspended traditional face-to-face delivery mode of instruction. It also discussed key factors that lead to better online learning outcomes. The results showed that the participants had overall positive perceptions of Zoom-supported synchronous online education. The Zoom feature that most students considered useful was screen sharing on computers. Zoom-supported synchronous online learning benefited students by helping them to attend class meetings remotely, study course materials and content, communicate and collaborate with their instructors and classmates, and develop a sense of community and social presence. Four main factors may influence learners’ perceptions of synchronous online learning the quality of online communication and collaboration, learning efficiency, learner autonomy and the usability of technology. https//doi.org/10.34105/j.kmel.2023.15.011