Written by: Sarah S. Learman, Ph.D.
Teaching and Learning Consultant, Office of Curriculum and Instructional Support
The conversation of student camera use in virtual engagements may have slowed since the height of remote learning mid-pandemic, yet this question remains especially as the fall semester draws nearer. Now, with some distance from recent experiences, we have an opportunity to re-evaluate our perspectives on this topic and perhaps release some assumptions so that we might consider the whole picture. Of course, visual connection through seeing faces represents a valuable foundation upon which trust (and learning) can be established; however, we know that this topic (and the process of learning, for that matter) isn’t so simple. So much more goes into the teaching and learning process than being able to see a student’s face.
When it comes to whether a student has their camera on during our class….
Perhaps, it might benefit us (and our students) to consider some of the many reasons why (or why not) a student would use their camera during class. Instead of focusing on our concerns toward policies to increase camera requirements, we might ask how we can create community and learning without camera use.
Now is the time to re-identify priorities, re-evaluate our perspectives, and even re-envision our courses. To frame this opportunity, we provide some resources and explanations that address camera use in virtual classes.
Perhaps it’s not about us (or our course, or our content).
There are numerous reasons a student may or may not have their camera on (Zietz, 2021). While it may challenge assumptions, most of these motivations operate independently of instructors, courses, or content. Some reasons are summarized below:
- Video streaming consumes significant bandwidth and can negatively impact connectivity and even prevent access to content for (particularly first-generation, first-year, and underrepresented minority) students, which represents a significant camera deterrent (Foley, Hazzard, Irving & Kadan, 2020).
- Some “…students may find that turning off their cameras and working alone is easier than trying to overcome the newness of remote teaching and learning”; many avoid cameras due to a lack of familiarity and/or support using the interface or tool itself (Turner & Merrill, 2021).
- Safety concerns represent another category of reasons why students prefer not to use their cameras, and we must recognize the importance of protecting student privacy. This requires an appreciation for sensitive issues. For example, students not wanting others to watch them eat, or others from seeing their “home” environment, or reducing the potential for students (or student information) being identified by others outside the “classroom” (Foley, Hazzard, Irving, &Kadan, 2020).
- Students may also opt-out to avoid distractions. From inadvertently watching a classmate’s video stream rather than the instructor or wanting to prevent their video from being a disruption to others, students want to avoid being distracted and being a distraction (Zietz, 2021). Similarly, post-pandemic research tells us that students “didn’t like seeing themselves” on camera, creating another reason to turn their cameras off (Zietz, 2021).
The list of reasons above could continue indefinitely; some might be surprising to us while others might strike close to home. Regardless, we must not default to the assumption that lack of camera use signals a lack of commitment.
Let’s broaden our focus.
While we might be asking: How can the void I feel from the absence of student’s faces be filled? Should we, instead, ask: How has focusing on this issue of cameras distracted us from improving other aspects of our teaching?
Humans, both inside and outside of the “classroom”, have been communicating in real-time with and without physically seeing each other, for many years. Effective strategies to engage without “seeing” (or being in the same room, for that matter) exist (Israeli, 2020a). By promoting engagement, these strategies also speak to another priority for our instruction: building and strengthening equity in our classes (Turner & Merrill, 2021).
Directing attention toward implementing other modes of connection, independent of cameras, might allow us to more authentically and easily leverage the freedom that accompanies virtual learning. Consider the potential of actively re-defining our virtual learning spaces and moving them from past connotations and limitations into a place “where everyone gets equal attention” (McMurtrie, 2021). In fact, this educator actually experienced more community online, as students ‘tended’ to leave their cameras on, not due to a requirement, but rather as a result of the strong collaborative environment and student-student interactions already integrated into the course.
Engaging with students who have their cameras on might create a “better” experience for you or might make you more comfortable. Nevertheless, we might reconsider our inclination to attach requirements to this aspect of our classes. Rather than focusing on one method for interaction (cameras on), consider the potential for the interaction we’d see if instead, we provided multiple means for our students to interact (with us and each other). Such methods range from relatively simple (using chat functions, or encouraging use of avatars, code names or images) to more complex (polling, breakout rooms, sharing an agenda for structured interactions, or co-writing virtual collaboration guidelines for class sessions) (Israeli, 2020b; Testerman & Koberna, 2021). Another strategy to encourage engagement (and subsequent student camera use) is to model the behavior you’d like to see from your students. By using your camera, you set an example to follow. Lastly, a powerful and practical suggestion, is to implement camera breaks by scheduling camera on/off times during class so that cameras are only on during certain times of the class.
Finally, while many of the resources cited here were written mid-pandemic, the fundamental theme applies: “we need to understand that our students are human beings who have much more going on outside of our virtual classrooms,” (Foley, Hazzard, Irving & Kadan, 2020). The overwhelming consensus, when it comes to camera use, is that flexibility is beneficial for students. “The most important thing we can do is bring a sense of empathy and understanding to all our student interactions… …students really appreciate when faculty…are there to listen and help them succeed” (Foley, Hazzard, Irving & Kadan, 2020).
Contact our office if you’d like to learn more or discuss implementation strategies; email cis@cmich.edu with questions!
References
Foley, C., Hazzard, D.D., Irving, R. & Kadan, O. (2020, November 23). Level the digital playing field. Harvard Business Publishing. https://hbsp.harvard.edu/inspiring-minds/leveling-the-digital-playing-field
Israeli, A. (2020a, November 19). Encouraging student participation online- and assessing it fairly. Harvard Business Publishing. https://hbsp.harvard.edu/inspiring-minds/encouraging-student-participation-online-and-assessing-it-fairly?cid=email%7Celoqua%7Cthe-faculty-lounge-11-24-20-b%7C594295%7Cfaculty-lounge-newsletter%7Cnewsletter-subscribers%7Cvarious%7Cnov20202165&acctID=
Israeli, A. (2020b, December 3). REMOTE- A framework for teaching online. Harvard Business Publishing. https://hbsp.harvard.edu/inspiring-minds/remote-a-framework-for-teaching-online?cid=email%7Celoqua%7C2021-01-19-the-faculty-lounge-b%7C594295%7Cfaculty-lounge-newsletter%7Cnewsletter-subscribers%7Cvarious%7Cjan20212236&acctID=
McMurtrie, B. (2021, May 27). Teaching: Why an active-learning evangelist is sold on online teaching. The Chronicle of Higher Education. https://www.chronicle.com/newsletter/teaching/2021-05-27
Testerman, D. & Koberna, L. (2021, May 24). Simulating the classroom experience with Zoom. Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/simulating-the-classroom-experience-with-zoom/?st=FFdaily;sc=FF210524;utm_term=FF210524&utm_source=ActiveCampaign&utm_medium=email&utm_content=Simulating+the+Classroom+Experience+with+Zoom&utm_campaign=FF210524
Turner, P. & Merrill, M. (2021, May 25). Using structure to promote equity and engagement in live remote sessions. Educause Review. https://er.educause.edu/articles/2021/5/using-structure-to-promote-equity-and-engagement-in-live-remote-sessions
Zietz, L. (2021, June 25). Why students turn off their cameras in online classes. Dr. Z Reflects.
https://drzreflects.blogspot.com/2021/06/why-students-turn-off-their-cameras-in.html?m=1
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