Abstract:

The hasty and sudden shift of academic institutions worldwide to online learning as a result of the COVID-19 pandemic in the 2020 academic year forced students to adapt to online learning [1]. One of its salient characteristics, specifically in synchronous lessons, is the use of cameras as an indication of participation and learning in classes, utilizing platforms such as Zoom and Google Teams [2]. This raised a widespread phenomenon reported by faculty: students’ refusal to turn on their cameras during online classes.

The goal of this study was to examine factors affecting and predicting higher education students’ (N=205) opening of cameras in online classes in Israeli higher education institutes. The sample included male students (N=75) and female students (N=130); their average age was 28.83. The period of their studies varied: 24.9% – first year undergraduates, 48.8% – undergraduates in advanced years, 23.4% graduates and 2.9% PhD students – from various faculties. Data was collected during the 2020-2021 academic year, conducted fully online in Israel, using an online questionnaire comprised of demographic and academic information, items referring to participation in online lessons, items referring to students’ distance learning conditions, 18 items focusing on resistance to opening cameras, and 12 items focusing on students’ self-image. The study examined resistance to cameras with reference to three types of predictors: resistance factors, environmental factors, , and personal factors, including demographic characteristics, self-image and active participation in classes. Data analysis was conducted using quantitative methods.

Findings show that rates of camera opening among students during academic classes (on a 5-point Likert scale) was relatively low. Reasons included need of flexibility, privacy invasion, and detraction. Camera opening was moderately and negatively correlated with distraction and privacy. Men opened cameras to a moderate degree, and women – to a lesser degree. A significant positive relationship was found between the levels of active participation and camera opening. Furthermore, the more the lecturers demanded opening of cameras, the higher the responsiveness rate was from the students. Also, the smaller the classroom, the greater the willingness to turn on cameras. The study also revealed personal factors such as gender and self-image that contribute to predicting the rate of camera openings among students.

We conclude that pedagogical tools may be used and the teaching should be adapted in order to encourage turning on cameras during online classes. Moreover, lecturers should be tolerant towards students who avoid turning on cameras for personal reasons.

References:
[1] Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
[2] OECD (2021). The state of higher education: One year into the COVID-19 pandemic. https://www.oecd-ilibrary.org/education/the-state-of-higher-education_83c41957-en

Keywords:

Higher Education Students, Covid-19, Synchronous Learning, Online Learning, Cameras.