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This cross-sectional study surveyed 242 pre-service teachers from a state university using a Likert questionnaire and open-ended items analyzed with descriptive statistics and content analysis. Results indicate Zoom can support students’ engagement, but preferences remain for face-to-face instruction due to connectivity, feature complexity, and online wellbeing challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/zoom-engagement-of-pre-service-teachers-during-emergency-remote-classes/593144/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/zoom-engagement-of-pre-service-teachers-during-emergency-remote-classes/593144.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study?","Question",{"text":112,"@type":113},"To determine pre-service teachers’ perceptions of their experiences using Zoom to enhance engagement (cognitive, emotional, and behavioral) during emergency remote classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"A cross-sectional survey was conducted with 242 pre-service teachers using a Likert-type questionnaire with two open-ended questions; descriptive statistics handled quantitative data while qualitative responses used content analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What rewards and drawbacks of Zoom were reported?",{"text":121,"@type":113},"Rewards include collaborative interaction, online flexibility and adaptability, and performance reliability. 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Shandy Quiamco , Shaina Mae Abocado , Cathy Mae Toquero  \nAbstract: Emergency Remote Learning presented unplanned and unexpected educational paradigms from traditional to remote classes that occur due to the COVID-19 outbreak in various countries. Zoom platform served as an emergency solution, providing a potentially safe environment for learning. Students adjusted to the new mode of teaching and learning process since the beginning of the pandemic. This study aimed to determine the pre-service teachers' perceptions of their experiences in utilizing Zoom technology to enhance their engagement (cognitive, emotional and behavioral) during emergency remote classes. Following a cross-sectional survey design , pre-service teachers enrolled ina state university (N=242) were randomly selected into strata to answer a Likert type created questionnaire with two open-ended questions. Descriptive statistics was used for the quantitative data, while content analysis was adapted in the qualitative portion of the survey. Findings revealed that Zoom Technology is an viable tool during students’ engagement in emergency remote classes. However, preservice teachers prefer face-to-face classes than online classes with the use of video conferencing tools such as Zoom. Qualitative analysis revealed the following rewards of Zoom into three categories: collaborative student interaction, online flexibility and adaptability, and performance reliability. However, some drawbacks in utilizing Zoom included: connectivity status, complexity in features, and online health struggles. Based on the results, this study serves as a basis for instructors, pre-service teachers, course designers, and academicians to provide the most suitable online learning platforms. It is recommended that instructors create various course learning activities, such as using performance-based tasks which may include online debates or other oral communication activities to foster student engagement.  \nKeywords: emergency online learning, emergency remote classes, engagement, online teaching strategies ; Zoom technology  \nHighlights  \nWhat is already known about this topic:  \n• Zoom is a popular platform for emergency remote learning.  \n• Students prefer traditional format classes than classes through Zoom platform.  \n• Students have mental health struggles due to perplexities in emergency remote classes. What this paper contributes:  \n• Rewards and Drawbacks of Zoom based from pre-service teachers’ experiences.  \n• Application of learning activities and online strategies via Zoom in the context of the Philippines.  \n• Online platforms such as Zoom can moderately supplement for performance-based activities and student engagement.  \n• Use of cross-sectional survey and content analysis from students’ experiences of Zoom. Implications for theory, practice and/or policy:  \n• Maximize use of Zoom during remote classes through interactive and collaborative activities.  \n• Scholarships should include internet or apps subscription allowances for university students.  \n• Integrate apps and other technology in the use of Zoom to engage students during synchronous sessions.  \nIntroduction  \nSchools and institutions throughout the world were obliged to transition to a remote learning paradigm to contain the spread of COVID-19 (Mc Daniel et al. , 2020) . Whalen (2020) stated that during the COVID-19 outbreak, institutions scrambled to transition from in-person to remote teaching within days. COVID-19 unlocked the inadequacies and fragilities of the educational system (Mañero, 2020) as institutions of higher and lower learning came across the dwindling complexities of transitioning to an online learning classroom. With the integration of digital technology, teachers worldwide are attempting to mitigate the teaching and learning process. To make education possible for students amid COVID- 19, teachers and students shifted ","cbCaislNAGDxIHze","https://ap.wps.com/l/cbCaislNAGDxIHze","pdf",656630,28,"English","# Abstract\n# Introduction\n## Emergency remote learning during COVID-19\n## Engagement challenges in online instruction","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"To determine pre-service teachers’ perceptions of their experiences using Zoom to enhance engagement (cognitive, emotional, and behavioral) during emergency remote classes.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A cross-sectional survey was conducted with 242 pre-service teachers using a Likert-type questionnaire with two open-ended questions; descriptive statistics handled quantitative data while qualitative responses used content analysis.\"},{\"question\":\"What rewards and drawbacks of Zoom were reported?\",\"answer\":\"Rewards include collaborative interaction, online flexibility and adaptability, and performance reliability. Drawbacks include connectivity issues, complexity of features, and struggles related to online wellbeing.\"}]","Zoom Engagement of Pre-service Teachers during Emergency Remote Classes | PDF",1792076686,71]