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

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) co...

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Autores principales: Händel, Marion, Bedenlier, Svenja, Kopp, Bärbel, Gläser-Zikuda, Michaela, Kammerl, Rudolf, Ziegler, Albert
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9013737/
https://www.ncbi.nlm.nih.gov/pubmed/35464115
http://dx.doi.org/10.1007/s10639-022-11050-3
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author Händel, Marion
Bedenlier, Svenja
Kopp, Bärbel
Gläser-Zikuda, Michaela
Kammerl, Rudolf
Ziegler, Albert
author_facet Händel, Marion
Bedenlier, Svenja
Kopp, Bärbel
Gläser-Zikuda, Michaela
Kammerl, Rudolf
Ziegler, Albert
author_sort Händel, Marion
collection PubMed
description 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.
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spelling pubmed-90137372022-04-18 The webcam and student engagement in synchronous online learning: visually or verbally? Händel, Marion Bedenlier, Svenja Kopp, Bärbel Gläser-Zikuda, Michaela Kammerl, Rudolf Ziegler, Albert Educ Inf Technol (Dordr) Article 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. Springer US 2022-04-18 2022 /pmc/articles/PMC9013737/ /pubmed/35464115 http://dx.doi.org/10.1007/s10639-022-11050-3 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Händel, Marion
Bedenlier, Svenja
Kopp, Bärbel
Gläser-Zikuda, Michaela
Kammerl, Rudolf
Ziegler, Albert
The webcam and student engagement in synchronous online learning: visually or verbally?
title The webcam and student engagement in synchronous online learning: visually or verbally?
title_full The webcam and student engagement in synchronous online learning: visually or verbally?
title_fullStr The webcam and student engagement in synchronous online learning: visually or verbally?
title_full_unstemmed The webcam and student engagement in synchronous online learning: visually or verbally?
title_short The webcam and student engagement in synchronous online learning: visually or verbally?
title_sort webcam and student engagement in synchronous online learning: visually or verbally?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9013737/
https://www.ncbi.nlm.nih.gov/pubmed/35464115
http://dx.doi.org/10.1007/s10639-022-11050-3
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