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Bethany Van Brown; Johanna Crocetto – Discover Education, 2025
As faculty and students continue to find challenges in the classroom in a post-COVID world, a better understanding of student and faculty experiences during COVID can help inform successful online pedagogies for the future. One emergent debate is whether faculty should require students to turn on their video cameras in a synchronous class as a way…
Descriptors: COVID-19, Pandemics, Trauma Informed Approach, Online Courses
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Deneil D. Christian; Kenny A. Hendrickson; Ameeta Jadav – Interactive Learning Environments, 2024
Cameras may be viewed as an essential tool in online synchronous classes. They may give a sense of connectedness between the students and faculty. In fact, social presence is considered a vital factor in distance education. In our study, we examine faculty's perception of accepted reasons for students to turn off their cameras and perceived…
Descriptors: Video Technology, Electronic Learning, Synchronous Communication, College Faculty
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Lotfizadeh, Amin D.; Acosta, Gabriel – Journal of Behavioral Education, 2023
During the COVID-19 pandemic, in-person classroom instruction was placed on hold and university courses transitioned to online instruction. This transition resulted in novel challenges for instructors, including reduced professor-student interactions due to limited student webcam usage. The purpose of this study was to assess the impact of a…
Descriptors: Video Technology, Online Courses, Teacher Student Relationship, Synchronous Communication
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Charlotte Beal; Rolf Steier – International Journal of Computer-Supported Collaborative Learning, 2024
In this study, we investigate how pre-service teachers' group dialogues emerged and intersected across time and space as students collaboratively constructed a video-based mind map to prepare for oral exams in a pedagogy course. The study was conducted as part of a design-based research project investigating the ways that video-based mind maps can…
Descriptors: Video Technology, Technology Uses in Education, Cooperative Learning, Concept Mapping
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Hagit Meishar-Tal; Alona Forkosh-Baruch – Interactive Learning Environments, 2024
One of the phenomena that lecturers who switched to online distance learning during COVID-19 reported is the refusal of students to turn on their cameras during online classes. This study aimed to examine the factors that predict the opening of cameras in class. The study examined this issue regarding three types of predictors: resistance factors,…
Descriptors: Foreign Countries, College Students, Online Courses, Synchronous Communication
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Jia Li; Yacong Wang – International Journal of Web-Based Learning and Teaching Technologies, 2025
In the rapidly evolving landscape of education, streaming media technology has emerged as a transformative force, particularly in distance education. This study explores the integration of streaming media into university English teaching, focusing on enhancing real-time interaction, personalization, and student engagement. Despite significant…
Descriptors: Video Technology, Internet, Technology Uses in Education, Distance Education
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Händel, Marion; Bedenlier, Svenja; Kopp, Bärbel; Gläser-Zikuda, Michaela; Kammerl, Rudolf; Ziegler, Albert – Education and Information Technologies, 2022
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…
Descriptors: Video Technology, Learner Engagement, Electronic Learning, Synchronous Communication
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Gary Burnett – Journal of Workplace Learning, 2024
Purpose: This paper aims to investigate how mixed-reality (MR) can be used to enhance inclusivity in synchronous working activities where groups of people may be present either face-to-face or online - focusing on blended learning in the higher education (HE) context. Design/methodology/approach: In a research methods module, 140 university…
Descriptors: Blended Learning, Inclusion, Synchronous Communication, Graduate Students
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Christopher Lange – International Journal of Educational Technology in Higher Education, 2024
Recently, the number of online courses provided for university students around the world has increased substantially. Instruction is delivered most commonly through either asynchronous video lectures (pre-recorded videos with no real-time communication) or synchronous video lectures (live-streamed videos with real-time communication). From a…
Descriptors: Asynchronous Communication, Synchronous Communication, Self Efficacy, Online Courses
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Brandie Wempe; Royce Ann Collins – Online Learning, 2024
This correlational cross-sectional study was conducted with 60 graduate students to explore their perceived social experiences with the use of synchronous videoconferencing in the online learning environment. By applying the theories of social presence and media richness, this study investigated the perceived relationship between social presence,…
Descriptors: Interpersonal Relationship, Synchronous Communication, Videoconferencing, Electronic Learning
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Andres Leonardo Mora Carpio; Rafael Romero-Reveron; Milagros Vasquez; Jose Antonio Bonilla Castillo; Lucía Gaitán Concepción; Romina Pano Carrera; Diego Liévanos Díaz; Benjamín Galván Menéndez Conde; Miryam Montbrun; Anabel Espinoza-Luna; Joan Kreiger; John Lucian Davis; Carolyn Rochester; Andres Martin – Anatomical Sciences Education, 2024
This study assesses the acceptability, appropriateness, feasibility, and efficacy of a novel asynchronous video-based intervention for teaching respiratory physiology and anatomy to medical students in resource-limited settings. A series of short video lectures on pleural anatomy, pulmonary physiology, and pathophysiology was created using…
Descriptors: Technology Uses in Education, Access to Education, Medical Education, Anatomy
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Debbag, Murat; Fidan, Mustafa – International Review of Research in Open and Distributed Learning, 2022
Using a descriptive research design, this study explored pre-service teachers' perceptions of synchronous virtual classrooms and Web camera use in online learning. The study sample consisted of 256 pre-service teachers from the education faculty of a university in Turkey, and data was collected using a survey. The results showed that most…
Descriptors: Preservice Teachers, Student Attitudes, Virtual Classrooms, Electronic Learning
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Leslie S. LeRoy; Renee Kaufmann; Derek R. Lane – Interactive Learning Environments, 2024
Technological advances and COVID-19 have led to expedited technology use and online learning in higher education. Increased technology use and online learning have led individuals to either adapt or experience technostress. Higher education is a ripe context for technostress to occur, especially for students, since many courses are being offered…
Descriptors: Video Technology, Electronic Learning, Technology Uses in Education, Stress Variables
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Dennen, Vanessa P.; Yalcin, Yasin; Hur, Jaesung; Screws, Bruce – Online Learning, 2022
This study presents findings from a survey of 2298 university students from three countries (South Korea, Turkey, United States) focused on their use of and beliefs about webcams to support synchronous learning, including behaviors such as turning cameras on and multitasking. Additionally, it explores differences due to national culture, school…
Descriptors: Video Technology, Student Behavior, Student Attitudes, Norms
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Muhammad Fazli Taib Saearani – Research in Dance Education, 2024
The teaching and creative movement course incorporates details of physical movements most suitable to be conducted face-to-face. However, the COVID-19 pandemic has undeniably changed pedagogical methodologies, forcing this course to be conducted online via the medium of technology. Therefore, this paper explains the challenges and advantages of…
Descriptors: Cooperative Learning, Dance Education, Creativity, Movement Education
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