Students should neither be required to turn on cameras, nor be made to feel shame if they choose not to. Recommendations for getting cameras turned on and creating online engagement These findings highlight the inequalities for students learning remotely. Of those who reported “other”, 52 per cent commented that having the camera off was the “norm”.Ĭoncerns about appearance, people being seen in the background, weak internet connection and not wanting the physical background to be visible to others were more commonly reported by under-represented minority (URM) students.
Not wanting to distract classmates (17 per cent) or the instructor (12 per cent) Other reasons – with comments (19 per cent)ĭiscomfort about physical location being seen in the background (17 per cent)
Worries about other people being seen in the background (26 per cent) Why are cameras off?Ī massive 90 per cent of the 276 students surveyed in the paper reported turning their cameras off at some stage during synchronous online meetings. The result was their paper “ Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so”, which offers practical suggestions for any teacher seeking support for the same common challenge. When biology instructors Frank Castelli and Mark Sarvary found themselves teaching to a sea of blank boxes on a screen in 2020, they set out to understand why and find solutions. Seeing others’ faces and expressions is a key component of human communication, thus in the context of an online learning community, it helps build connection and enhance inclusion, benefitting both teachers and learners.
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