Using Humor in Virtual Classroom: Lecturer’s Pers

Abstract

The pandemic of Covid-19 affects a variety of facets, including the way education is delivered, which has shifted to an online format via the use of virtual classrooms supplied by several platforms. The purpose of this study is to ascertain lecturers' attitudes about the incorporation of comedy in virtual classrooms. A 14-question closed-ended questionnaire was issued online via Google Form. The questions fall into three categories: humor integration into the learning process, comedy and its influence on students, and lecturer-supplied humor content. A Likert scale was used to create the questionnaire. SPSS was used to analyse and evaluate the data statistically. A more extensive response was gathered through an interview with the subject, who was randomly selected depending on their agreement. The findings indicate that lecturers believe humor is vital in the classroom and can be used as a teaching method. Additionally, they feel that incorporating humor into the teaching-learning process can increase student participation, enthusiasm, comfort, and motivation, as well as garner respect and a favorable attitude toward lecturers. Regarding the material or subject matter utilized to perform humor, the lecturers feel that delicate topics (pornography, religion, sexuality, and political choice), the students' cultural background, and the lesson taught at the time must all be considered. As a result, it can be recommended that comedy can be used as a substitute for relieving pressure and boredom during online learning sessions.