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
DOI:
https://doi.org/10.56712/latam.v5i6.3003Palabras clave:
virtual environment, cameras off, synchronous behaviorResumen
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.
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