The webcam and student engagement in synchronous online learning: visually or verbally?

Springer Science and Business Media LLC - Tập 27 - Trang 10405-10428 - 2022
Marion Händel1, Svenja Bedenlier2, Bärbel Kopp3, Michaela Gläser-Zikuda3, Rudolf Kammerl3, Albert Ziegler1
1Department of Psychology, Friedrich-Alexander-Universität Erlangen-Nürnberg, Nürnberg, Germany
2Department of Education, Friedrich-Alexander-Universität Erlangen-Nürnberg, Fürth, Germany
3Department of Education, Friedrich-Alexander-Universität Erlangen-Nürnberg, Nürnberg, Germany

Tóm tắt

Given that video conferencing serves as a crucial means for remote teaching, the current study investigated higher education students’ (non)use of webcams and engagement in synchronous online courses. Three phases were studied: (1) A state of engagement; (2) antecedents that influence it; and (3) consequences of engagement. The cross-sectional online survey encompassed 3,610 students. Results indicated that visual and verbal engagement were only slightly related to each other. Structural equation modelling revealed different direct and indirect influences on either visual or verbal engagement in synchronous online higher education courses. Due to the novelty of the research scope, results of this study provide a foundation for further investigation.

Tài liệu tham khảo

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