Thoughts of Turku University of Applied Sciences students on the use of cameras in online lessons

As part of the SINCOE project (Supporting Innovation Competence in online education), which is part of the Practice-Based Pedagogy Research Group, a short survey was conducted in November 2024 for 1st and 2nd year students and open UAS multi-modal students.

The survey was sent to degree students who had taken the Swedish refresher course and the compulsory Swedish course, as well as to open UAS students who had taken the introduction to user-centeredness course. Participation was voluntary. The Swedish language courses were conducted in a multi-modal format: the courses consisted of face-to-face lessons on campus, online lessons via Zoom, and weeks of independent work during which students completed assignments. The user-centeredness course meetings were entirely online (Zoom).

The survey asked about the following topics:

· Whether the student had previous experience of participating in online lessons, in what situations the student prefers to keep the camera on, whether the student prefers to be on camera alone or in a group.

· It also asked how the behavior of others affects their own decision to keep the camera on or off.

· The survey also wanted to know whether students consider it important to keep the camera on.

Seeing other people’s faces and being the focus of attention were also inquired about. Finally, it was asked whether recent lessons had influenced their opinion on keeping the camera on or off.

Participation was completely voluntary and anonymous. A total of 35 responses were received.

Below is a comparative summary of the survey responses regarding the use of cameras in distance learning, done in collaboration with, but critically, AI (Co-pilot):

General Observations

Most respondents were 1st year degree students (60%), but there were also open UAS students (23%) and 2nd year degree students (17%). Most respondents had participated in teaching via TEAMS/ZOOM (94%).

Situations for Camera Use

Respondents keep the camera on especially if everyone else does, if they need to prove attendance, in small group discussions, or if the teacher asks. On the other hand, many respondents do not keep the camera on unless it is mandatory or if they are at home, and some respondents do not keep the camera on in any situation (9%).

· “If everyone else does.”

· “A situation where the camera is somehow necessary.”

· “Hold face-to-face classes if you want to see faces.”

Alone or in a Group

Some respondents prefer to be on video alone (17%) and some in a group (11%), but for most respondents (71%) it does not matter whether they are on video alone or in a group.

Influence of Majority Behavior

The behavior of the majority affects most respondents in some way: a little 29%, somewhat 29%, and a lot 20%. The behavior of the majority has no effect on 23% of respondents.

Importance of Camera in Meetings

The importance of using the camera in meetings is fairly evenly divided for and against, but more than half of the respondents (60%) consider it important to keep the camera on at least occasionally during meetings.

· “I think it’s good to have the camera on during lessons, at least at the beginning and sometimes in between. It shows that we are present.”

Effect of Seeing Other People’s Faces

A little over half of the respondents feel that seeing other people’s faces does not affect their learning experience. However, for many respondents, seeing other people’s faces improves concentration, makes studying somehow more meaningful, or is at least pleasant.

· “It doesn’t affect, you see them on campus too.”

· “Concentration is better and studying is more meaningful.”

· “I prefer to focus on the teaching itself rather than other people’s faces.”

Being the Focus of Attention

For many respondents, being the focus of attention is at least somewhat disturbing (63%) – it can cause nervousness and anxiety or limit side activities such as stretching, changing positions, knitting, etc.

· “Creates pressure.”

· “You have to think about your appearance.”

· “I like to work in peace, so being the focus of attention can start to cause anxiety.”

· “I don’t think I’m being judged.”

· “I think it’s normal, as we see each other in class too.”

Other Feedback

In other general feedback, some points were clarified, such as the quality of connections or the device used (computer vs. smartphone) and the importance of personal decision-making in using the camera in distance learning.

· “A hectic life and balancing work, studies, and free time means that I attend lectures from my phone. This completely changes the use of the camera.”

· “Turning off the camera is 99% due to the quality of the connections, not being the focus of attention.”

· “I think everyone should be considered and allowed to decide for themselves about using the camera. If someone wants to be visible, they can be, and if someone doesn’t want to be, that should also be okay.”

The results of the relatively small-scale survey conducted at Turku UAS are quite in line with studies conducted elsewhere: for example, the use of the camera is also considered justified in small group work, and voluntariness alleviates anxiety and negative attitudes towards using the camera in distance learning. Despite all technological advancements, the devices, network connections, or conditions in use do not always allow or support the use of video connections sufficiently well.

Summary

Based on our own experiences and research articles, we have compiled a list of tips for teachers who want to motivate students to engage in face-to-face interaction in online education.

· Keeping the camera on is voluntary but recommended for students. Forcing it increases anxiety.

· Social pressure helps everyone commit to using the camera.

· Active participation by students is essential; simply listening to a lecture does not motivate them to be on camera.

· Group bonding in the classroom before the online study period facilitates interaction and appearing on video later.

· If this is not possible, special attention should be paid to group bonding through other means.

· It is easier to keep the camera on in smaller groups.

· Students should have a clearly focused task to work on together.

· Social interaction enhances learning and improves the sharing of opinions, experiences, and ideas. It is difficult to talk to a black screen.

· Through the camera, the teacher can comment on the student’s language and culture-related behavior.

· Keeping the camera on at the beginning or throughout an online exam serves as a means of identifying the student, ensuring the right student is present.

· The teacher should review the practices and communicate that to the students: when and why it is recommended to keep the camera on.