Exploring Student and Instructor Perceptions on the use of Video Cameras in the Online Classroom

Abstract

A major barrier to online learning is student non-use of video cameras for online synchronous courses. Using online survey data from 76 undergraduate students (84% female) and 52 instructors (63% female) who have taken or taught online synchronous courses, we explored student and instructor video camera use tendencies and rationales. Quantitative data was analyzed using descriptive statistics and revealed that students typically left their cameras off due to others having their cameras off (70% for large groups, 59% for small groups), appearance concerns (58% for large groups, 45% for small groups), and/or not feeling as though it was important (43% for large groups, 32% for small groups). Conversely, instructors most frequently reported that they always had their cameras on and encouraged students to turn on their cameras. Analysis of the open-ended questions revealed that both students and instructors reported that camera use increased engagement, attention, and connection within the learning environment. Both student and instructor data showed that encouragement was the biggest motivator for camera use. In consideration of these findings, it may be beneficial for instructors to continue encouraging student camera use, as well as reminding them of its benefits for peer connection and engagement.