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

被引：20
|
作者：
Haendel, Marion [1 ]
Bedenlier, Svenja [2 ]
Kopp, Baerbel [3 ]
Glaeser-Zikuda, Michaela [3 ]
Kammerl, Rudolf [3 ]
Ziegler, Albert [1 ]
机构：
[1] Friedrich Alexander Univ Erlangen Nurnberg, Dept Psychol, Regensburger Str 160, D-90478 Nurnberg, Germany
[2] Friedrich Alexander Univ Erlangen Nurnberg, Dept Educ, Dr Mack Str 77, D-90762 Furth, Germany
[3] Friedrich Alexander Univ Erlangen Nurnberg, Dept Educ, Regensburger Str 160, D-90478 Nurnberg, Germany
来源：
EDUCATION AND INFORMATION TECHNOLOGIES | 2022年 / 27卷 / 07期
关键词：
Higher education; Webcam; Online learning; Visual engagement; Verbal engagement; HIGHER-EDUCATION; PARTICIPATION; PERFORMANCE; CLASSROOM; TECHNOLOGIES; PERCEPTIONS; LEARNERS; LURKERS; MODEL; SIZE;
D O I：
10.1007/s10639-022-11050-3
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：10405 / 10428
页数：24
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