Factors that influence students to turn on their cameras in synchronous classes

Factores que influencian a los estudiantes a encender sus cámaras en clases síncronas

Autores/as

  • Ketty Zoraida Vergara Mendoza Universidad Estatal de Milagro
  • Mariana Marisol Briones Zambrano Universidad Estatal de Milagro
  • Amanda Sofía Moreira Baquerizo Universidad Estatal de Milagro

DOI:

https://doi.org/10.56712/latam.v5i6.3003

Palabras clave:

virtual environment, cameras off, synchronous behavior

Resumen

The purpose of the present study was to explore how students use webcams in a synchronous virtual learning environment. This study focuses on self-presentation and the multiple factors influencing students' decisions about turning their cameras either on or off while engaging in online classes. A survey was conducted in order to gather information regarding students' use of webcams and their self-presentation strategies. This approach enables the collection of quantitative information about students' use and preferences of webcams in online learning environments. The results indicated that only 6% of students regularly turned on their cameras during virtual classes. This very low percentage indicates either a strong disinclination or a failure of capability to engage in visual aspects of learning. Some factors have been identified as affecting students' decisions to use webcams. Many students say that their learning space at home is not conducive to using webcams. Only 7% of the students have a specific online learning space, and that might be the reason why they are reluctant to turn on their cameras. An astonishing 85% of these students admitted to sometimes or always wearing casual clothes, like pajamas or sweatpants, while attending classes online—a habit that could have impacts on self-presentation and camera readiness. Generally, the research demonstrates that students find the management of their online presence difficult. It may be due to ignorance of its effect or technical limitations, besides an assumption that self-presentation is inappropriate in the setting of an online classroom.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Ketty Zoraida Vergara Mendoza, Universidad Estatal de Milagro

Mariana Marisol Briones Zambrano, Universidad Estatal de Milagro

Amanda Sofía Moreira Baquerizo, Universidad Estatal de Milagro

Citas

Baker, R., Smith, J., and Thompson, L. (2023). The role of self-efficacy in digital learning contexts: Student involvement. Journal of Online Education, 15(2), 123-135.

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Castañeda, L., & Rojas, C. (2022). Exploring how Technical Constrains affect Student Participation in Virtual Learning Environments. Journal of Educational Technology, 45(3), 299-312.

Gonzalez, A., Kim, S., & Patel, R. (2021). Barriers to participation in synchronous online classes: A glimpse into the student experience. Educational Technology Research and Development, 69(4), 235-252. DOI: https://doi.org/10.1007/s11423-021-09944-z

Gunter, R. E., et al. (2021). The impact of the instructor's presence on student engagement in online learning environments. Journal of Online Learning Research.

Hall, J., et al. (2023). The interaction of peer relationships and the use of cameras during synchronous online classes. International Review of Research in Open and Distributed Learning.

Hargis, J., and Sutherland, T. (2020). The digital access divide and the engagement of students in online learning. Journal of Educational Computing Research, 58(3), 423-442.

Huang, H., & Zhang, Y. (2020). The relationship between instructor immediacy and student engagement in online educational environments. Distance Education, 41(2), 161-179.

Huang, X., and Li, Y. (2022). A holistic investigation into access and equity in online education: A meta-analysis of recent research. International Journal of Educational Research, 114, 101-115.

Jiang, H., et al. (2021). The concept of anonymity in online learning environments: A dual-faceted issue? Computers in Education Research, 14(2), 145-160.

Kauffman, H. (2020). Online learning through a student's lens: Privacy concerns. International Journal of Educational Research, 104, 101-110.

Lee, M., & Martin, K. (2023). The impact of peer presence on engagement in virtual learning environments. Computers & Education, 187, 104400.

Lee, S., & Kim, H. (2024). The relationship between self-efficacy and camera engagement in online learning environments. Educational Technology & Society.

Nguyen, H. (2023). Strategies used by faculty members to increase the use of cameras in online teaching-learning environments. Teaching in Higher Education, 28(4), 482-495.

O'Donnell, A., & Tompkins, A. (2023). How domestic learning environment impact student engagement in online courses. Educational Research Review, 38, 100-115. Perkins, D.,

Robinson, A., and White, R. (2024). Developing standards for participation in digital learning environments: An educator's framework. Distance Education, 45(1), 55-72.

Yoon, H., et al. (2022). Social anxiety and camera use in online learning: A study of college students. Computers in Human Behavior, 126, 106966.

Zheng, M., et al. (2022). Socio-economic factors and students' camera usage in virtual classrooms. Computers & Education.

Zheng, M., et al. (2023). How multitasking during online classes affects student engagement and academic performances. Educational Technology & Society, 26(1), 77-89.

Descargas

Publicado

2024-11-16

Cómo citar

Vergara Mendoza, K. Z., Briones Zambrano, M. M., & Moreira Baquerizo, A. S. (2024). Factors that influence students to turn on their cameras in synchronous classes: Factores que influencian a los estudiantes a encender sus cámaras en clases síncronas. LATAM Revista Latinoamericana De Ciencias Sociales Y Humanidades, 5(6), 209 – 219. https://doi.org/10.56712/latam.v5i6.3003

Número

Sección

Ciencias de la Educación