Student perspectives on camera usage to engage and connect in foundational education classes: It's time to turn your cameras on

• Main Authors: Chanel M. Schwenck, Ed.D., Jessica D. Pryor, Ed.D.
• Format: Article
• Language: English
• Published: Elsevier 2021-01-01
• Series: International Journal of Educational Research Open
• Subjects: Higher education; Connectedness; Hybrid; Teacher Education; Camera usage; Engagement
• Online Access: http://www.sciencedirect.com/science/article/pii/S2666374021000492

As universities create policies governing online classes post COVID-19, research-based practices should guide the decisions. While existing research about online education exists, the perspectives of camera usage are limited. Cameras provide opportunities for students to connect with peers and course content. This qualitative research study provides insight on students’ perceptions of camera usage in synchronous hybrid classes, specifically how it impacts engagement and connectedness with peers and course content. Fifteen preservice teachers enrolled in introductory education classes participated in individual phenomenological interviews. The participants highlighted the topics of engagement, accountability, connectedness, and community. Creating and exploring camera usage policies in synchronous hybrid classrooms will provide effective engagement with course content and increased connectedness among students in foundational education classes.As universities create policies governing online classes post COVID-19, research-based practices should guide the decisions. While existing research about online education exists, the perspectives of camera usage or non-usage are limited. Cameras provide the opportunity for students to create connections with peers and course content. This qualitative research study provides insight on students’ perceptions of camera usage in synchronous hybrid classes, specifically how it impacts engagement and connectedness with peers and course content. Fifteen preservice teachers enrolled in introductory education classes participated in individual phenomenological interviews. The participants highlighted the topics of engagement, accountability, connectedness, and community and the impact of camera usage on each. Student engagement and connectedness affects preservice teachers’ experiences throughout their educational careers. Creating and exploring camera usage policies in synchronous hybrid classrooms will provide effective engagement with course content and increased connectedness among students in foundational education classes at the university level.