Prior research suggests that camera usage in online
synchronous classes enhances real-time interaction and contributes to an
on-site classroom experience. However, studies also show that both students and
instructors often choose not to turn on their cameras, potentially hindering
the effectiveness of synchronous remote learning and diminishing its intended
benefits. This research study aims to understand, from philosophical
perspectives of Deontology, Liberalism and Utilitarianism, and identify the
hidden logical problems that influence the students’ decision not to turn on
their video cameras during live class(when teachers turn on their camera), in
the quest for the timely and effective strategic solutions which are most
possible and available. Based on data gathered from questionnaire survey
results, the reasearcher observed that about 85% of participants from Mahidol
University (Salaya, Thailand) undergraduate students who registered and studied
in the year 2021, turn on their video camera only when asked to do. Only 13%
always turn their camera on without being asked while the remaining 2% do not
turn on their camera even when they are asked to do so by instructors. It
follows that in order to enhance the effectiveness of synchronous remote
learning and promote greater student engagement through video camera usage, it
is imperative to develop strategic solutions for effective learning.
Author(s) Details:
Anawat Bunnag,
Faculty of liberal Arts, Mahidol University, Salaya Campus,
Thailand.
Please see the link here: https://stm.bookpi.org/PLLER-V5/article/view/13348
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