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Effects of virtual teaching on Swedish teachers’ voices during the COVID-19 pandemic

Purpose: Since the beginning of 2020, teachers all over the world have had to switch over to virtual teaching because of the COVID-19 pandemic. This change of teaching mode has unknown consequences on the vocal health of teachers who already experience voice disorders at a rate nearly double that of the general population. Therefore, the purpose of this study is to investigate teachers’ self-reported voice problems during virtual teaching compared to face-to-face teaching and how they are associated to perceived risk factors in the work environment.

Method: Participants included 141 teachers (49 males, 92 females) in high schools and higher education in Sweden who responded to an internet-based survey. Information was collected about participants’ self-reported voice handicap using a translated version of the Voice Handicap Index-10 (VHI-10)1. Information about self-reported VTD (Vocal Tract Discomfort) symptoms and dysphonia was collected in regard to both modes of teaching (virtual vs. face-to- face). The survey also included questions on risk factors related to vocal health.

Results: Self-reported voice handicap and VTD symptoms were slightly lower during periods of virtual teaching compared to periods of face-to-face teaching. There was a lower frequency of dysphonia symptoms during virtual teaching compared to face-to- face teaching, however the difference was not statistically significant. In addition, 34% of teachers reported experiencing more voice problems when teaching face-to-face while 15% reported more voice problems when teaching virtually. The most reported VTD symptoms during both virtual and face-to-face teaching were having a dry and a tight throat. The dysphonia symptoms with the highest reported frequency were a tense voice and hoarseness in both modes of teaching. Risk factors associated with higher prevalence of voice symptoms and/or higher levels of voice handicap during virtual teaching were air quality and straining the voice while teaching face-to-face. In addition, those teachers who reported more voice problems while teaching virtually also reported feeling more stressed.

Conclusion: The results showed a slight decrease in voice symptoms and voice handicap during virtual teaching compared to face-to-face teaching. Although multifactorial, results suggest that a potential positive effect may be attributed to better air quality in the work environment and more favorable acoustic conditions preventing teachers from straining their voice.

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Work Title Effects of virtual teaching on Swedish teachers’ voices during the COVID-19 pandemic
Access
Open Access
Creators
  1. Paul M. Evitts
  2. Maria Allebeck
  3. Olivia Esmerelda Åberg
Keyword
  1. COVID-19
  2. Distance learning
  3. Dysphonia
  4. Phonotrauma
  5. Teachers
  6. Voice
  7. Work environment
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Journal of Voice
Publication Date December 30, 2022
Publisher Identifier (DOI)
  1. https://doi.org/10.1016/j.jvoice.2022.12.022
Deposited April 06, 2025

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Version 1
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  • Created

    April 06, 2025 12:06 by Researcher Metadata Database

  • Added Virtual_teaching_in_Sweden-1.pdf

    April 06, 2025 12:06 by Researcher Metadata Database

  • Added Creator Paul M Evitts

    April 06, 2025 12:06 by Researcher Metadata Database

  • Added Creator Maria Allebeck

    April 06, 2025 12:06 by Researcher Metadata Database

  • Added Creator Olivia Esmerelda Åberg

    April 06, 2025 12:06 by Researcher Metadata Database

  • Published

    April 06, 2025 12:06 by Researcher Metadata Database

  • Updated

    April 06, 2025 22:04 by [unknown user]

  • Updated Keyword, Description Show Changes

    April 28, 2025 13:55 by avs5190

    Keyword
    • COVID-19, Distance learning, Dysphonia, Phonotrauma, Teachers, Voice, Work environment
    Description
    • PurposeSince the beginning of 2020, teachers all over the world have had to switch over to virtual teaching because of the COVID-19 pandemic. This change of teaching mode has unknown consequences on the vocal health of teachers who already experience voice disorders at a rate nearly double that of the general population. Therefore, the purpose of this study is to investigate teachers’ self-reported voice problems during virtual teaching compared to face-to-face teaching and how they are associated to perceived risk factors in the work environment.MethodParticipants included 141 teachers (49 males, 92 females) in high schools and higher education in Sweden who responded to an internet-based survey. Information was collected about participants’ self-reported voice handicap using a translated version of the Voice Handicap Index-10 (VHI-10)<sup>1</sup>. Information about self-reported VTD (Vocal Tract Discomfort) symptoms and dysphonia was collected in regard to both modes of teaching (virtual vs. face-to- face). The survey also included questions on risk factors related to vocal health.ResultsSelf-reported voice handicap and VTD symptoms were slightly lower during periods of virtual teaching compared to periods of face-to-face teaching. There was a lower frequency of dysphonia symptoms during virtual teaching compared to face-to- face teaching, however the difference was not statistically significant. In addition, 34% of teachers reported experiencing more voice problems when teaching face-to-face while 15% reported more voice problems when teaching virtually. The most reported VTD symptoms during both virtual and face-to-face teaching were having a dry and a tight throat. The dysphonia symptoms with the highest reported frequency were a tense voice and hoarseness in both modes of teaching. Risk factors associated with higher prevalence of voice symptoms and/or higher levels of voice handicap during virtual teaching were air quality and straining the voice while teaching face-to-face. In addition, those teachers who reported more voice problems while teaching virtually also reported feeling more stressed.ConclusionThe results showed a slight decrease in voice symptoms and voice handicap during virtual teaching compared to face-to-face teaching. Although multifactorial, results suggest that a potential positive effect may be attributed to better air quality in the work environment and more favorable acoustic conditions preventing teachers from straining their voice.
    • Purpose: Since the beginning of 2020, teachers all over the world have had to switch over to virtual teaching because of the COVID-19 pandemic. This change of teaching mode has unknown consequences on the vocal health of teachers who already experience voice disorders at a rate nearly double that of the general population. Therefore, the purpose of this study is to investigate teachers’ self-reported voice problems during virtual teaching compared to face-to-face teaching and how they are associated to perceived risk factors in the work environment.
    • Method: Participants included 141 teachers (49 males, 92 females) in high schools and higher education in Sweden who responded to an internet-based survey. Information was collected about participants’ self-reported voice handicap using a translated version of the Voice Handicap Index-10 (VHI-10)<sup>1</sup>. Information about self-reported VTD (Vocal Tract Discomfort) symptoms and dysphonia was collected in regard to both modes of teaching (virtual vs. face-to- face). The survey also included questions on risk factors related to vocal health.
    • Results: Self-reported voice handicap and VTD symptoms were slightly lower during periods of virtual teaching compared to periods of face-to-face teaching. There was a lower frequency of dysphonia symptoms during virtual teaching compared to face-to- face teaching, however the difference was not statistically significant. In addition, 34% of teachers reported experiencing more voice problems when teaching face-to-face while 15% reported more voice problems when teaching virtually. The most reported VTD symptoms during both virtual and face-to-face teaching were having a dry and a tight throat. The dysphonia symptoms with the highest reported frequency were a tense voice and hoarseness in both modes of teaching. Risk factors associated with higher prevalence of voice symptoms and/or higher levels of voice handicap during virtual teaching were air quality and straining the voice while teaching face-to-face. In addition, those teachers who reported more voice problems while teaching virtually also reported feeling more stressed.
    • Conclusion: The results showed a slight decrease in voice symptoms and voice handicap during virtual teaching compared to face-to-face teaching. Although multifactorial, results suggest that a potential positive effect may be attributed to better air quality in the work environment and more favorable acoustic conditions preventing teachers from straining their voice.
  • Renamed Creator Paul M. Evitts Show Changes

    April 28, 2025 13:56 by avs5190

    • Paul M Evitts
    • Paul M. Evitts