The COVID-19 pandemic has had a profound effect on a number of industries, including education. To stop the virus's spread and lessen its effects, educational institutions closed their physical doors in more than 190 countries as a result of this emergency. The main action taken by nations during this crisis was to halt in-person instruction at all levels. Three main actions came out of this: putting distance learning into practice using a variety of platforms and methods (with or without technology), mobilizing and supporting communities and education personnel, and attending to the general health and well-being of students, especially with regard to virtual fatigue. The purpose of this paper is to investigate the level of virtual fatigue on university students' online learning experiences during the pandemic. Bailenson and Jeff Hancock's Zoom Exhaustion and Fatigue Scale was used in the study to answer this research question. The study's findings and statistical analysis lead to the conclusion that while the majority of respondents experience significant mental fatigue, general, physical, visual, vocal, social, and emotional fatigue, as well as decreased activity and motivation, all show moderate levels. This shows that general physical, mental, visual, vocal, social, emotional, and virtual fatigue are only mildly affecting students, as is the decrease in activity and motivation brought on by virtual fatigue. It is recommended that future researchers conduct a similar study with a larger sample size that includes professionals working from home or students from different courses. The researchers advise further research into the factors that may contribute to pre-meeting fatigue as well as the origins of online learning-induced fatigue.

virtual fatigue, pandemic, online learning, technology, tertiary education, zoom