Let’s talk about webcams, and a pedagogy of kindness

Gilmour, Alison

doi:10.21100/compass.v14i2.1177

Cited by 6 publications

(4 citation statements)

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“…Communication and interaction occur differently based on modality (Hrastinski, 2008), and as a result, the indicators of engagement vary. For instance, instructors in synchronous courses may use turning on webcams as an indicator of active learning due to the fear of students' absence behind the screen (Gilmour, 2021), although students may be present yet keeping their webcams off for other reasons . In asynchronous courses, instructors may value both posting frequency and time spent in the course (Wilton, 2018;Wise et al, 2013).…”

Section: Course Modalities and Engagement Patternsmentioning

confidence: 99%

Instructional Strategies for Engaging Online Learners

Shi,

Hur,

Tang

et al. 2023

OLJ

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This study explores how online instructors use different instructional strategies to engage learners, and the active learning indicators that they look for among their students. Additionally, it examines how modality—synchronous versus asynchronous—and instructor learner-centeredness relate to instructional strategy choices. Using a mixed methods approach with a concurrent triangulation design, 101 higher education online instructors were surveyed and 11 were interviewed. Findings show that the use of learner-centered strategies, particularly discussion, occurs at a high rate regardless of an instructor’s learner-centeredness or modality. Interestingly, instructors with high learner-centeredness reported greater use of lectures as a percentage of both synchronous and asynchronous courses than instructors with low learner-centeredness. This finding was counterbalanced by the high learner-centeredness group reporting significantly higher importance for having learners speak and post messages during class.

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Section: Course Modalities and Engagement Patternsmentioning

confidence: 99%

Instructional Strategies for Engaging Online Learners

Shi,

Hur,

Tang

et al. 2023

OLJ

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show abstract

“…Increasingly, students have taken to social media to report harm experienced because of these tools, with stories that range from discomfort at being watched to racialized and disabled students being refused access to their exams to, in extreme cases, students soiling themselves because the electronic proctor does not allow them a trip to the restroom (Cains & Silverman, 2021;Eaton & Turner, 2020;Logan, 2021;Silverman et al, 2021). Ethical questions like whether to mandate cameras on, how to use learning analytics and tracking, and others, laid bare how unprepared the sector was for the widespread adoption of these tools in a hurry (Caines, 2020;Gilmour, 2021).…”

Section: The Detox Ethosmentioning

confidence: 99%

Digital Detox

Gray

2023

CELT

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This paper reviews the Digital Detox project at TRU. At TRU, the Digital Detox is not necessarily about abstaining from technology altogether, but rather establishing a more ethical, healthier approach to the tools we are required to use every day. Conceived this way, a Digital Detox offers an approachable opportunity to discuss difficult and controversial topics in educational technologies. The objective of this paper is to offer description and analysis of one strategy to improve university community engagement on issues of ethics and educational technologies. In addition to understanding our own process for creating this resource at TRU, this paper provides a “toolkit” for starting a Digital Detox event at any campus.

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“…Students from privileged backgrounds, and who had the confidence generated by being explicitly prepared for university environments continued to have an advantage over their lessprepared peers in asking for support, and in being perceived as engaged while navigating their coursework online (Strong 2022). Unequal and uneven access to technology is one of the three main reasons that students are believed to avoid turning their cameras on during class, alongside student privacy and issues of accessibility introduced by technology (Gilmour 2021,Turner 2022. There is a stated need for institutions to take responsibility for the necessary work to reach students who need support in navigating university practices, and who do not always have easy access to technology and bandwidth, but particularly during an emergency that sent people away from on-campus spaces (Macgilchrist 2021, Strong 2022.…”

Section: Literature Reviewmentioning

confidence: 99%

COVID, Campus, Cameras, Communication, and Connection

Price

Lanclos

Phipps

2022

telji

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This article discusses insights from two separate and linked projects. A staff-facing project at a UK university in the English Midlands, took place in late Spring 2020. We heard at that time a concern from staff for students who were not in touch and were not “visible” due to their absence from digital places as well as the more obvious physical ones. Staff also discussed their sense that, from the students who were in contact, there were a lot more emails and one-on-one discussions about logistics and worries. In Spring 2021, at a university in the north of England, we conducted a student-facing project intended to discover their lived experience of the 2020-21 academic year, as well as surface insights into what the phrase “back to campus” might mean for these students. Students struggled with what their lecturers were asking in terms of visibility (especially cameras). Students were also concerned about building and maintaining connections. The desire for effective and transparent communication in a time of crisis was also expressed. We juxtapose the rhetoric about “back to campus” and assumptions embedded in policies around cameras and digital participation with the expressed desires of students for human relationships and care in a time of uncertainty and upheaval. We end with implications for institutions going forward, with the certainty that this will not be the last time, as a sector, when we have to rely primarily on digital places and platforms for the work of the University.

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Let’s talk about webcams, and a pedagogy of kindness

Cited by 6 publications

References 0 publications

Instructional Strategies for Engaging Online Learners

Instructional Strategies for Engaging Online Learners

Digital Detox

COVID, Campus, Cameras, Communication, and Connection

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