“Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning

Abstract

The Spring term 2020 saw a global switch to emergency remote teaching in higher education due to the COVID-19 pandemic. Alongside asynchronous online learning activities, students were called to participate in synchronous videoconferencing sessions, substituting the traditional on-campus face-to-face courses. Given the preponderance of students to avoid using webcams, this study sought to investigate usage behavior, as well as potentially related course variables and individual characteristics. 3,527 students from across all institutional faculties of a comprehensive German university took part in an online survey. Students’ webcam usage behavior was related to personal thoughts and feelings (e.g., privacy), to course characteristics (e.g., group cohesion), and it differed due to specific groups (gender, study degree). Results of this research shed light on a globally present phenomenon and provide a foundation for further investigation.

Privacy Concerns Over the Use of Webcams in Online Medical Education During the COVID-19 Pandemic

“…Our results on students’ lack of preference for webcam align with a similar study conducted in a European university setting [ 20 ]. Additionally, in the same European study, the students’ main concern with webcam usage was privacy, and this finding also aligns with the findings of our study [ 20 ]. In our study, anxiety was the second most important reason for not using webcams in online classes.…”

“…Furthermore, many believed that policies that would require the use of cameras during the online session would be detrimental to their learning experience. This feedback from the students underpinned our study and prior studies’ findings that privacy was the chief concern among students when it came to using webcams [ 18 , 20 ].…”

“…Other reasons for not using a webcam were shyness, discomfort, and sometimes fatigue [ 18 , 19 ]. In a large-scale study, which surveyed students on their webcam usage in educational sessions across different faculties, only about 7% of students reported using their webcam on all occasions [ 20 ]. The reasons cited by students - those who did not use a webcam - were privacy concerns, technical issues, and just feeling uncomfortable [ 18 , 21 ].…”

“…In theory, video conferencing using a webcam could provide an alternative that closely emulates a classroom environment [ 20 ]. However, insights into the challenges with the webcam - its use or non-use among medical students in different phases - would equip medical schools to develop optimal policies and guidelines to provide effective synchronous learning sessions during a pandemic.…”

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

“…If lectures, rather than being physical live sessions, are recorded and if communication takes place online (either synchronous or asynchronous), timetables will need to be rescheduled and students will need to keep track of their time management (Kim et al, 2019;Mahasneh et al, 2012;Song et al, 2004). If physical isolation leads to low social presence, interactions with peers and lecturers might be hindered and students might remain invisible (Bedenlier et al, 2020). In addition, when students need help, they are required to develop other strategies of help-seeking than they typically would in regular physical interaction.…”