When at Home: A Phenomenological Study of Zoom Class Experience

This paper seeks to answer what characterizes people’s online teaching and learning experience during the COVID-19 pandemic in the United States. I conducted a one-month-long ethnographic study of five informants using Merleau-Ponty’s key phenomenological concepts to examine how current working and studying conditions challenge students and educators’ temporal and spatial sensations and what strategies they take to cope with these challenges during their Zoom meetings. Additionally, I employed the autoethnographic method in order to fill in the gap where participation with informants’ daily life was unreachable by documenting my personal experience during and beyond the Zoom class. Through a small sample of the target population, this paper captures a snapshot of people’s initial adjustment to remote educational channels, particularly via Zoom meetings, and therefore provides helpful information in terms of creating resources and improving Zoom class experience for students and educators.



Work Title When at Home: A Phenomenological Study of Zoom Class Experience
Open Access
  1. Minglei Zhang
  1. Autoethnography, digital ethnography, phenomenology, home technology, affordance, digital divide, Zoom class
License CC BY-NC 4.0 (Attribution-NonCommercial)
Work Type Article
Publication Date August 13, 2020
  1. English
Deposited February 16, 2021




This resource is currently not in any collection.

Work History

Version 1

  • Created
  • Added Creator Minglei Zhang
  • Added When at Home.pdf
  • Updated Language, License Show Changes
    • English
    • https://creativecommons.org/licenses/by-nc/4.0/
  • Published
  • Updated