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

Lucas KOHNKE*, Di ZOU, Ruofei ZHANG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

2 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)192-213
Number of pages22
JournalKnowledge Management & E-Learning: An International Journal
Issue number2
Publication statusPublished - Jun 2023

Bibliographical note

Publisher Copyright:
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  • Zoom
  • Synchronous online learning
  • Synchronous online teaching
  • Engagement
  • Emergency remote teaching


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