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Cameras on or off during online synchronous courses? That is the question: an analysis of university faculty caring intelligence

Cameras on or off during online synchronous courses? That is the question: an analysis of... Cameras may be viewed as an essential tool in online synchronous classes. They may give a sense of connectedness between the students and faculty. In fact, social presence is considered a vital factor in distance education. In our study, we examine faculty’s perception of accepted reasons for students to turn off their cameras and perceived student engagement within synchronous online courses. In this exploratory research, participants (N = 84 faculty members) completed a survey to provide insights into their perceptions. Exploratory factor analysis with polychoric correlation indicates the five most substantial faculty-accepted reasons for students turning off their cameras during synchronous online courses. The reasons are as follows: student concerns about their appearance, family or friends in the room, webcam not working, physical location, and if their appearance on camera would be a distraction to the class as justifiable reasons for having their camera off. Correlation analysis found strong associations between the identified faculty-accepted reasons for students turning off their cameras during synchronous online courses and faculty’s perceptions of course engagement with cameras turned off. In addition, we discuss the limitations and recommendations for future studies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Learning Environments Taylor & Francis

Cameras on or off during online synchronous courses? That is the question: an analysis of university faculty caring intelligence

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References (40)

Publisher
Taylor & Francis
Copyright
© 2023 Informa UK Limited, trading as Taylor & Francis Group
ISSN
1049-4820
eISSN
1744-5191
DOI
10.1080/10494820.2023.2267596
Publisher site
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Abstract

Cameras may be viewed as an essential tool in online synchronous classes. They may give a sense of connectedness between the students and faculty. In fact, social presence is considered a vital factor in distance education. In our study, we examine faculty’s perception of accepted reasons for students to turn off their cameras and perceived student engagement within synchronous online courses. In this exploratory research, participants (N = 84 faculty members) completed a survey to provide insights into their perceptions. Exploratory factor analysis with polychoric correlation indicates the five most substantial faculty-accepted reasons for students turning off their cameras during synchronous online courses. The reasons are as follows: student concerns about their appearance, family or friends in the room, webcam not working, physical location, and if their appearance on camera would be a distraction to the class as justifiable reasons for having their camera off. Correlation analysis found strong associations between the identified faculty-accepted reasons for students turning off their cameras during synchronous online courses and faculty’s perceptions of course engagement with cameras turned off. In addition, we discuss the limitations and recommendations for future studies.

Journal

Interactive Learning Environments – Taylor & Francis

Published: Nov 25, 2024

Keywords: Cameras; faculty; synchronous online courses; higher education; students

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