The Adaption to Online Synchronous Teaching and Voice Fatigue: Acoustic and Clinical Data

Karina Evgrafova; Natalia Sokolova; Nikolay Shvalev

doi:10.1016/j.jvoice.2023.02.029

The Adaption to Online Synchronous Teaching and Voice Fatigue: Acoustic and Clinical Data

J Voice. 2023 Mar 27:S0892-1997(23)00086-3. doi: 10.1016/j.jvoice.2023.02.029. Online ahead of print.

Authors

Karina Evgrafova¹, Natalia Sokolova², Nikolay Shvalev³

Affiliations

¹ Phonetics Department, Saint Petersburg State University, Russia. Electronic address: spbpmu@yandex.ru.
² Department of English Philology and Cultural Linguistics, Saint Petersburg State University, Russia.
³ Saint Petersburg State Pediatric Medical University, Russia.

Abstract

At the onset of the COVID-19 pandemic in 2020, educators around the world suddenly shifted to online teaching.^, In 2021, we presented research on the impact of this new professional reality on the vocal load of Saint Petersburg State University professors. The online synchronous teaching caused the significant increase in the vocal fatigue in university professors in comparison with the prepandemic studies. We continued our study during the postpandemic semester (winter-spring 2022). The goal of this study was to find out whether adaptation mechanisms during the pandemic period were developed to adjust to the different types of teaching modes. The acoustic and clinical data from the pre/post comparative study are now presented.

Keywords: COVID-19 pandemic; Online synchronous teaching; Teacher's voice; Vocal fatigue; Voice load.