Abstract:

The teacher-student interaction undergoes changes during periods of online distance learning. While the format of the entrance exams and final exams is quite strict in their organization, the current classes are more free-flowing. In Russia (final exams at school, university entrance exams), the use of web cameras with strict rules is required (a video image of an applicant or a graduate, a desk and examination papers). Also, examiners monitor applicants' screens to prevent cheating. Then, in the learning process, there are no strict rules governing the use of web cameras, and many students use this by not turning on cameras at all, but only respond with a microphone. Does this promote teacher-student interactions in synchronous learning? We compared the attitude of undergraduate students to two teaching styles - democratic and authoritarian.

First of all, the purpose of the work was to find out what stimulates and what makes it difficult to use video cameras in foreign language classes. 133 undergraduate students of the 1st and 2nd year of education were asked to answer the questions in the online form. Also 23 professors from two Moscow universities took part in the interview. Some students answered that they use a profile picture instead of the image on the camera. Students reported that working without cameras helps them feel more confident and calmer. The girls were especially worried about how they looked. Some students confessed (27%) that they were distracted by social networks during online lessons, but most of the students (73%) tried not to use social networking sites while learning. Students reported greater satisfaction with the lessons after nearly one year of the usage of the online form of education in the format of synchronous studies.

The teachers noted that they always taught using a video camera, but only in case of feeling unwell, they were ready to turn off the cameras and communicate via the Internet only with the help of microphones and digital images of the textbooks. According to teachers, their motivation to teach was reduced if they did not see the student and the profile photo was not uploaded. This led to a feeling of confusion (52%) and teachers were not sure that the material had been mastered properly (78%). The presence of a video camera or, even profile pictures helped teachers to concentrate, to feel contact with students. Native speaker teachers reported that about 95% of the students they taught were using cameras and microphones during lessons. Teachers with an authoritarian teaching style, who were more demanding, were able to convince more students to learn online using a webcam. Teachers with a democratic teaching style had difficulties with persuading students to use their web cameras. It was clear that real images or even profile photos could help teacher-learner communication.

Keywords:

Synchronous classes, universities, web cameras, English classes, social interaction.