Abstract:

The presence of cameras in distance learning facilitates two-way communication, both verbally and nonverbally. Instructors could use it to monitor students’ performance and conduct frequent evaluations, so the material presented can be maximized.

We would respond to the following questions based on the instructor viewpoint:
(1) Is it necessary to have turned the camera on during online class?
(2) What would the instructor feel if students turn the camera off?
(3) How the students participation while the camera was turned on?
(4) how the achievement between students who turn the camera on or off?

86 participants took part in the open-ended questionnaire stage, and three participants each spent 15–20 minutes in-depth interview. The data were analyzed using both descriptive and thematic analysis. The participants came from a number of institutions, with a total of 30 distinct universities. Female account for the majority of participants, at 60%, aged 27 to 32 and teaching experience from two to four years. The use of cameras was considered essential to three themes: monitoring students, maximizing interaction, and maintaining emotional attachment in the online classroom. Moreover, if the students turned the camera off, the instructors would feel disrespected, ignored, and uncomfortable, that affecting the teaching enthusiasm. The instructors admitted that students who turned the camera on in a regular basis performed better than those who did not. The use of a student-cantered learning was suggested as a strategy to ensure that students were constantly ready to learn and actively participate in it.

Keywords:

Camera use, Distance learning, Instructors feeling, Students performance.