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Mar 25, 2025
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Abstract
The pandemic caused by the spread of Coronavirus had brought sig-nificant changes to academic institutions. One notable change is the reliance to technology in conducting online synchronous class in the form of video-conferencing. The changes brought about by the pan-demic have been accompanied by a rise in different psychological issues such as anxiety. Given that most studies conducted in the Phil-ippines focus on the effects of COVID-19 on college students’ learning processes and mental health, further exploration is needed to better understand students’ experiences with video conferencing platforms in online synchronous classes. To achieve the purpose of the study, phenomenological approach and applied interpretative phenomeno-logical analysis were utilized. The findings revealed four main themes: on the use of technology, intrapersonal awareness of anxiety, interpersonal awareness of anxiety, and on coping with anxiety. These findings are valuable for academic institutions in developing policies to manage students’ anxiety related to videoconferencing. Academic institutions are encouraged to go beyond focusing solely on the academic outcomes of the students and revisit traditional frame-works and integrate mental health considerations. Development and validation of psychometric instruments to accurately measure video-conferencing-related anxiety is recommended. Conducting meta-analyses of existing research can help identify patterns and underly-ing factors influencing student anxiety in virtual learning environ-ments.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Pineda, M. S., Alindayu, Jr., I. D., Silvestre, A. A. D., & Credo, C. G. (2025). Understanding the Anxiety-Related Experiences of College Students in Synchronous Classes Using Video-conferencing Platforms. International Journal of Multidisciplinary: Applied Business and Education Research, 6(3), 1414-1425. https://doi.org/10.11594/ijmaber.06.03.29
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Luk, A. (2021). Zoom 2.0: Designing a Video Conferencing Platform for Students with Social Anxiety at Wellesley Col-lege (Doctoral dissertation, Wellesley Col-lege).
Massner, C. K. (2022). Who’s Zooming Who: A Case Study of Videoconferencing’s Effects on Faculty and Students. International Journal of Technology in Education and Science, 6(4), 602–619. https://doi.org/10.46328/ijtes.412
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Cohen, M., Buzinski, S. G., Armstrong-Carter, E., Clark, J., Buck, B., & Reuman, L. (2019). Think, pair, freeze: The associa-tion between social anxiety and student discomfort in the active learning envi-ronment. Scholarship of Teaching and Learning in Psychology, 5(4), 265–277. https://doi.org/10.1037/stl0000147
Van Ameringen, M., Mancini, C., & Farvolden, P. (2002). The impact of anxiety disor-ders on educational achievement. Journal of Anxiety Disorders, 17(5), 561–571. https://doi.org/10.1016/s0887-6185(02)00228-1
Montague, M. (2016). Perception and cognitive phenomenology. Philosophical Studies, 174(8), 2045–2062. https://doi.org/10.1007/s11098-016-0787-z
Moshood, Y. (2021, February 14). Depression, anxiety may become common as COVID-19 enters second year. Health-wise. https://doi.org/10.1007/s11098-016-0787-z
Wittchen, H., Stein, M. B., & Kessler, R. C. (1999). Social fears and social phobia in a community sample of adolescents and young adults: prevalence, risk factors and co-morbidity. Psychological Medi-cine, 29(2), 309–323. https://doi.org/10.1017/s0033291798008174
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Peper, E., Wilson, V., Martin, M., Rosegard, E., & Harvey, R. (2021). Avoid Zoom fatigue, be present and learn. NeuroRegulation, 8(1), 47–56. https://doi.org/10.15540/nr.8.1.47
Reduca, H., & Ucang, J. (2023). Investigating the effects of videoconferencing on stu-dents’ interest in learning mathematics. In Advances in Social Science, Education and Humanities Research/Advances in so-cial science, education and humanities re-search (pp. 711–750). https://doi.org/10.2991/978-2-38476-056-5_70
apee, R. M., & Heimberg, R. G. (1997). A cogni-tive-behavioral model of anxiety in social phobia. Behaviour Research and Thera-py, 35(8), 741–756. https://doi.org/10.1016/s0005-7967(97)00022-3
Shao, Y., Fang, Y., Wang, M., Chang, C. D., & Wang, L. (2021). Making daily decisions to work from home or to work in the of-fice: The impacts of daily work- and COVID-related stressors on next-day work location. Journal of Applied Psy-chology, 106(6), 825–838. https://doi.org/10.1037/apl0000929
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Smith, J. A., & Fieldsend, M. (2021). Interpreta-tive phenomenological analysis. Ameri-can Psychological Association. https://doi.org/10.1037/0000252-008
Smith, J. A., Jarman, M., & Osborn, M. (1999). Doing interpretative phenomenological analysis. In SAGE Publications Ltd eBooks (pp. 218–240). https://doi.org/10.4135/9781446217870.n14
Smith, J. A., Flowers, P., & Larkin, M. (2010). Interpretative Phenomenological Analy-sis: Theory, Method and research. QMiP Bulletin, 1(10), 44–46. https://doi.org/10.53841/bpsqmip.2010.1.10.44
Smith, J. A., & Osborn, M. (2014). Interpreta-tive phenomenological analysis as a use-ful methodology for research on the lived experience of pain. British Journal of Pain, 9(1), 41–42. https://doi.org/10.1177/2049463714541642
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview Survey study. Journal of Medical Internet Re-search, 22(9), e21279. https://doi.org/10.2196/21279
Stan, M. M., Topală, I. R., Necşoi, D. V., & Cazan, A. (2022). Predictors of learning en-gagement in the context of online learn-ing during the COVID-19 Pandem-ic. Frontiers in Psycholo-gy, 13. https://doi.org/10.3389/fpsyg.2022.867122
Stumph, K. (2020, September 10). New as-signment uploaded”: Anxiety and online learning. The Miami Student. https:// www.miamistudent.net/article/ 2020/09/new-assignment-up loaded-anxiety-and-online-learning
Substance Abuse and Mental Health Services Administration. [n.d.]. Table 16, DSM-IV to DSM-5 Social Phobia/Social Anxiety Disorder Comparison - DSM-5 Changes - NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t12/
Willig, C. (2013). Introducing Qualitative Re-search in Psychology. McGraw-Hill Edu-cation (UK).
Zhao, P., Xie, Y. F., Zhang, L., & Zhou, Z. H. (2022). Efficient methods for non-stationary online learning. Advances in Neural Information Processing Sys-tems, 35, 11573-11585.
Ahmed, O., Faisal, R.A., Jobe, & Sharker, T. (2021). Mental Health Status, Anxiety, and Depression Levels of Bangla- deshi University Students During the COVID-19 Pandemic. Int J Ment Health Addiction. 1–16. https://doi.org/ 10. 1007/s11469-20-00458-y
La Greca, A. M., & Harrison, H. M. (2005). Ado-lescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child & Adolescent Psychology, 34(1), 49–61. https://doi.org/10.1207/s15374424jccp3401_5
American Psychiatric Association. (2013). Di-agnostic and Statistical Manual of Mental Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596.
La Greca, A. M., & Lopez, N. (1998). Social anx-iety among adolescents: linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83–94. https://doi.org/10.1023/a:1022684520514
Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology Mind and Be-hav-ior, 2(1). https://doi.org/10.1037/tmb0000030
Biana, H. T. (2023). Configuring smart-shaming culture in the Philippines. In Cultural Per-spectives on Shame (pp. 173-188). Routledge.
Brook, C. A., & Willoughby, T. (2015). The so-cial ties that bind: social anxiety and aca-demic achievement across the university years. Journal of Youth and Adoles-cence, 44(5), 1139–1152. https://doi.org/10.1007/s10964-015-0262-8
Bunmi O Olatunji, Josh M Cisler, and David F Tolin. 2007. Quality of life in the anxiety disorders: a meta-analytic review. Clini-cal psychology review 27, 5 (2007), 572–581. https://doi.org/10.1016/j.cpr.2007.01.015
Buote, V. M., Pancer, S. M., Pratt, M. W., Adams, G., Birnie-Lefcovitch, S., Polivy, J., & Win-tre, M. G. (2007). The importance of friends. Journal of Adolescent Re-search, 22(6), 665–689. https://doi.org/10.1177/0743558407306344
Bloomberg, L., & Volpe, M. (2008). Completing Your Qualitative Dissertation: A Roadmap from Beginning to End. https://doi.org/10.4135/9781452226613
Festa, C. C., & Ginsburg, G. S. (2011). Parental and peer predictors of social anxiety in youth. Child Psychiatry & Human Devel-opment, 42(3), 291–306. https://doi.org/10.1007/s10578-011-0215-8
Chan, Z., Fung, Y., & Chien, W. (2015). Bracket-ing in Phenomenology: only undertaken in the data collection and analysis pro-cess. The Qualitative Re-port. https://doi.org/10.46743/2160-3715/2013.1486
Craig, D. A., & Kim, J. (2011). Performance and anxiety in videoconferencing. In IGI Glob-al eBooks (pp. 137–157). https://doi.org/10.4018/978-1-61350-065-1.ch007
Ellis, P. (2016). The Language of Research (Part 8): Phenomenological research. Phenomenological Research. https://www.wounds-uk.com/pdf/content_11748.pdf
Famularsih, N. S. (2020). Students’ experiences in using online learning applications due to COVID-19 in English classroom. Studies in Learning and Teaching, 1(2), 112–121. https://doi.org/10.46627/silet.v1i2.40
Flick, U. (2014). The SAGE Handbook of Quali-tative Data Analysis. In SAGE Publica-tions, Inc. eBooks. https://doi.org/10.4135/9781446282243
Generalised Anxiety Disorder Assessment (GAD-7). (n.d.). CORC. Retrieved October 21, 2022, from https://www.corc.uk.net/outcome-experience-measures/generalised-anxiety-disorder-assessment-gad7/#:~:text=The%20Generalised%20Anxie-ty%20Disorder%20Assessment,over%20the%20past%20two%20weeks.
Groenewald, T. (2004). A Phenomenological Research design illustrated. International Journal of Qualitative Methods, 3(1), 42–55. https://doi.org/10.1177/160940690400300104
Eberle, T. S., & Hitzler, R. (2004). Phenomeno-logical Life World Analysis. In Sage eBooks. https://www.alexandria.unisg.ch/21075/
Johnson, S. U., Ulvenes, P. G., Øktedalen, T., & Hoffart, A. (2019). Psychometric proper-ties of the general anxiety disorder 7-Item (GAD-7) scale in a heterogeneous psychiatric sample. Frontiers in Psycholo-gy, 10. https://doi.org/10.3389/fpsyg.2019.01713
Lei, M., & Medwell, J. (2021). Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learn-ing and future teaching in a Chinese con-text. Asia Pacific Education Review, 22(2), 169–179. https://doi.org/10.1007/s12564-021-09686-w
Luk, A. (2021). Zoom 2.0: Designing a Video Conferencing Platform for Students with Social Anxiety at Wellesley Col-lege (Doctoral dissertation, Wellesley Col-lege).
Massner, C. K. (2022). Who’s Zooming Who: A Case Study of Videoconferencing’s Effects on Faculty and Students. International Journal of Technology in Education and Science, 6(4), 602–619. https://doi.org/10.46328/ijtes.412
Malinovski, T., Vasileva-Stojanovska, T., & Trajkovik, V. (2011). QoE measurement in e-learning systems based on a vide-oconferencing platform. Science, 1(2).
Martin, F., Sun, T., Turk, M., & Ritzhaupt, A. (2021). A Meta-Analysis on the Effects of synchronous Online learning on cognitive and affective educational outcomes. The International Review of Research in Open and Distributed Learning, 22(3), 205–242. https://doi.org/10.19173/irrodl.v22i3.5263
Cohen, M., Buzinski, S. G., Armstrong-Carter, E., Clark, J., Buck, B., & Reuman, L. (2019). Think, pair, freeze: The associa-tion between social anxiety and student discomfort in the active learning envi-ronment. Scholarship of Teaching and Learning in Psychology, 5(4), 265–277. https://doi.org/10.1037/stl0000147
Van Ameringen, M., Mancini, C., & Farvolden, P. (2002). The impact of anxiety disor-ders on educational achievement. Journal of Anxiety Disorders, 17(5), 561–571. https://doi.org/10.1016/s0887-6185(02)00228-1
Montague, M. (2016). Perception and cognitive phenomenology. Philosophical Studies, 174(8), 2045–2062. https://doi.org/10.1007/s11098-016-0787-z
Moshood, Y. (2021, February 14). Depression, anxiety may become common as COVID-19 enters second year. Health-wise. https://doi.org/10.1007/s11098-016-0787-z
Wittchen, H., Stein, M. B., & Kessler, R. C. (1999). Social fears and social phobia in a community sample of adolescents and young adults: prevalence, risk factors and co-morbidity. Psychological Medi-cine, 29(2), 309–323. https://doi.org/10.1017/s0033291798008174
Nikolopoulou, K. (2022, October 10). What Is Non-Probability Sampling? | Types & Ex-amples. Scribbr. Retrieved October 20, 2022, from https://www.scribbr.com/methodology/non-probability-sampling/
Peper, E., Wilson, V., Martin, M., Rosegard, E., & Harvey, R. (2021). Avoid Zoom fatigue, be present and learn. NeuroRegulation, 8(1), 47–56. https://doi.org/10.15540/nr.8.1.47
Reduca, H., & Ucang, J. (2023). Investigating the effects of videoconferencing on stu-dents’ interest in learning mathematics. In Advances in Social Science, Education and Humanities Research/Advances in so-cial science, education and humanities re-search (pp. 711–750). https://doi.org/10.2991/978-2-38476-056-5_70
apee, R. M., & Heimberg, R. G. (1997). A cogni-tive-behavioral model of anxiety in social phobia. Behaviour Research and Thera-py, 35(8), 741–756. https://doi.org/10.1016/s0005-7967(97)00022-3
Shao, Y., Fang, Y., Wang, M., Chang, C. D., & Wang, L. (2021). Making daily decisions to work from home or to work in the of-fice: The impacts of daily work- and COVID-related stressors on next-day work location. Journal of Applied Psy-chology, 106(6), 825–838. https://doi.org/10.1037/apl0000929
Singh, V., & Swarup, S. (2025). Perspectives on Digital. Impacts of Digital Technologies Across Generations, 229.
Smith, J. A., & Fieldsend, M. (2021). Interpreta-tive phenomenological analysis. Ameri-can Psychological Association. https://doi.org/10.1037/0000252-008
Smith, J. A., Jarman, M., & Osborn, M. (1999). Doing interpretative phenomenological analysis. In SAGE Publications Ltd eBooks (pp. 218–240). https://doi.org/10.4135/9781446217870.n14
Smith, J. A., Flowers, P., & Larkin, M. (2010). Interpretative Phenomenological Analy-sis: Theory, Method and research. QMiP Bulletin, 1(10), 44–46. https://doi.org/10.53841/bpsqmip.2010.1.10.44
Smith, J. A., & Osborn, M. (2014). Interpreta-tive phenomenological analysis as a use-ful methodology for research on the lived experience of pain. British Journal of Pain, 9(1), 41–42. https://doi.org/10.1177/2049463714541642
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview Survey study. Journal of Medical Internet Re-search, 22(9), e21279. https://doi.org/10.2196/21279
Stan, M. M., Topală, I. R., Necşoi, D. V., & Cazan, A. (2022). Predictors of learning en-gagement in the context of online learn-ing during the COVID-19 Pandem-ic. Frontiers in Psycholo-gy, 13. https://doi.org/10.3389/fpsyg.2022.867122
Stumph, K. (2020, September 10). New as-signment uploaded”: Anxiety and online learning. The Miami Student. https:// www.miamistudent.net/article/ 2020/09/new-assignment-up loaded-anxiety-and-online-learning
Substance Abuse and Mental Health Services Administration. [n.d.]. Table 16, DSM-IV to DSM-5 Social Phobia/Social Anxiety Disorder Comparison - DSM-5 Changes - NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t12/
Willig, C. (2013). Introducing Qualitative Re-search in Psychology. McGraw-Hill Edu-cation (UK).
Zhao, P., Xie, Y. F., Zhang, L., & Zhou, Z. H. (2022). Efficient methods for non-stationary online learning. Advances in Neural Information Processing Sys-tems, 35, 11573-11585.