{"id":9509,"date":"2021-09-20T09:18:57","date_gmt":"2021-09-20T09:18:57","guid":{"rendered":"https:\/\/sites.reading.ac.uk\/tel\/?page_id=9509"},"modified":"2022-06-21T09:29:29","modified_gmt":"2022-06-21T09:29:29","slug":"online-live-sessions-guidance-on-camera-use-with-students","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/online-live-sessions-guidance-on-camera-use-with-students\/","title":{"rendered":"Live online sessions: Guidance on students using cameras"},"content":{"rendered":"<p>Lecturers report that <strong>engagement in live online sessions can be more difficult when students do not turn their cameras on<\/strong>: they find it harder to teach a cohort they can\u2019t see and feel they are \u2018talking into the void\u2019.\u00a0 \u00a0Having cameras on allows the lecturer to see non-verbal cues such as head nods or confused expressions, and to develop rapport and lecturer-student relationships.<\/p>\n<p>Students can also benefit from having cameras on.\u00a0 They can see how their peers are reacting by seeing the non-verbal cues of their peers.\u00a0 It helps to build student-student relationships and can increase a sense of cohort identity.<\/p>\n<p><strong>So why do students <u>not<\/u> turn their cameras on?<\/strong> There are multiple good reasons including:<\/p>\n<ul>\n<li>concerns about <strong>appearance<\/strong>;<\/li>\n<li>not wanting to share their physical <strong>location<\/strong> or for others in their household to be seen;<\/li>\n<li>feeling they are <strong>being looked at<\/strong> all the time; concerns about <strong>distracting their peers<\/strong> or their lecturer;<\/li>\n<li>being <strong>unsure of the etiquette<\/strong> and whether they should or shouldn\u2019t be visible (Castelli and Sarvary, 2021).<\/li>\n<\/ul>\n<p>It can be frustrating for staff when students do not turn their cameras on.\u00a0 <strong>The advice is<\/strong>:<\/p>\n<ul>\n<li>Recognise that the <strong>benefit of using cameras depends on the size of your class and the format of the session.<\/strong> For some of your sessions, it may not matter if student don\u2019t have their cameras on (e.g. giving a presentation to a large class) or it may only be useful for specific activities within a session (e.g. when a student is asking a question).<\/li>\n<li>If there are <strong>particular sessions where you feel it would be very beneficial<\/strong> for students to have their cameras on (e.g. a small tutorial where students are expected to discuss and share) <strong>explain the benefits to students of having their cameras on<\/strong> in this context and <strong>give them advance notice<\/strong>.<\/li>\n<li><strong>Invite, don\u2019t force, students to turn their cameras on<\/strong>. Explaining why it will be of benefit them will help to encourage them. You can also acknowledge that you understand the reasons they may not want to turn their cameras on, as outlined above.\u00a0 Recognising this ensures an inclusive and safe learning environment.<\/li>\n<li><strong>Consider other ways of getting feedback and interaction from your students beyond the non-verbal cues<\/strong>, such as use of chat, emojis and in-session polling (<a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/using-webinars-in-t-l\/how-do-i-incorporate-active-learning-activities-and-tasks\/\">guidance available<\/a>). Ask students to upload an image to their profile instead &#8211; this doesn\u2019t necessarily need to be a picture of them but will help with recognition. Remind students that they can <a href=\"https:\/\/support.microsoft.com\/en-us\/office\/change-your-background-for-a-teams-meeting-f77a2381-443a-499d-825e-509a140f4780\">blur the background<\/a> if you are using Teams Meetings.<\/li>\n<\/ul>\n<p>You may also like to read <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1002\/ece3.7123\" target=\"_blank\" rel=\"noopener\">\u201cWhy students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so\u201d<\/a> (Castelli and Sarvary, 2021)<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lecturers report that engagement in live online sessions can be more difficult when students do not turn their cameras on: they find it harder to teach a cohort they can\u2019t see and feel they are \u2018talking into the void\u2019.\u00a0 \u00a0Having cameras on allows the lecturer to see non-verbal cues such as head nods or confused [&hellip;]<\/p>\n","protected":false},"author":66,"featured_media":0,"parent":5647,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_lmt_disableupdate":"no","_lmt_disable":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[95,126,119],"tags":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - 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