Identifying student motivations for webcam use in online courses

Article Education & Educational Research

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

Thomas K. F. Chiu

Summary: The study found that digital support strategies were more effective in meeting students' needs in online learning, all needs were predictors of the level of engagement, with relatedness support being particularly important.

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION (2022)

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Article Education & Educational Research

Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness

Renee Kaufmann et al.

Summary: Online learning can be lonely, but connecting with others can help alleviate this loneliness. The study emphasizes the importance of instructors in building and maintaining rapport and a positive climate for students.

INTERACTIVE LEARNING ENVIRONMENTS (2022)

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Article Education & Educational Research

Moving to Online Education Virtually Overnight Due to a Pandemic: Perceptions of Hospitality and Tourism Students and Faculty Members

Seung-Hyun Lee et al.

Summary: This survey investigated the perspectives of hospitality and tourism educators and students on the shift to online education during the COVID-19 pandemic. While most respondents appreciated the flexibility of online courses, there were varying opinions on whether online classes met the same standards as in-person classes. Educators were more optimistic about the transition to online teaching and perceived it required significant preparation, whereas students highlighted technical challenges and felt more impacted by the pandemic.

JOURNAL OF HOSPITALITY & TOURISM EDUCATION (2021)

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Article Ecology

Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so

Frank R. Castelli et al.

Summary: Enrollment in remote higher education courses has been increasing, especially in response to the global pandemic. However, instructors are facing new challenges as students are not turning on their cameras during synchronous videoconferencing class meetings. A survey was conducted to better understand the reasons behind students not using their cameras.

ECOLOGY AND EVOLUTION (2021)

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Article Green & Sustainable Science & Technology

Analysing Students' Reasons for Keeping Their Webcams on or off during Online Classes

Vasile Gherhes et al.

Summary: In some higher education institutions, students choose to turn off their webcams during online classes due to reasons such as anxiety, desire for privacy, and potential distractions, the study highlights the challenges this behavior poses in the educational setting.

SUSTAINABILITY (2021)

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Article Education & Educational Research

Emergency remote learning during COVID-19 crisis: Students' engagement

Zuheir N. Khlaif et al.

Summary: This study aimed to explore the factors influencing student engagement in online learning during the COVID-19 crisis in middle school settings in developing countries. The findings revealed that various factors, including infrastructure, cultural influences, digital inequality, and digital privacy threats, impact student engagement during the crisis. Teachers' presence and content quality were found to be major factors affecting student engagement, while parental concerns, societal norms, and traditions also played significant roles during the crisis.

EDUCATION AND INFORMATION TECHNOLOGIES (2021)

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Article Communication

Online teaching: challenge or opportunity for communication education scholars?

Sherwyn P. Morreale et al.

COMMUNICATION EDUCATION (2021)

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Article Education & Educational Research

Student perceptions of online active learning practices and online learning climate predict online course engagement

Andrew W. Cole et al.

Summary: Student engagement in online courses may be more ambiguous and complex than in face-to-face settings. This research explored student perceptions of online active learning practices, uncertainty about social belonging in college, and a course's online learning climate as potential predictors of online student engagement. Results suggest the predictive potential of these elements on student engagement, along with potential predictors such as GPA and age.

INTERACTIVE LEARNING ENVIRONMENTS (2021)

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Article Education & Educational Research