Farid Huma, Siddiqui Tania A, Sukhia Rashna H, Hasan Sana Jalil, Naveed Ayesha, Pasha Lubna
Department of Operative Dentistry, Margalla Institute of Health Sciences, Rawalpindi, Pakistan.
Department of Orthodontics, Foundation University College of Dentistry and Hospital, Islamabad, Pakistan.
J Educ Health Promot. 2022 Oct 31;11:325. doi: 10.4103/jehp.jehp_1836_21. eCollection 2022.
"Should students keep their webcams on or off during synchronous online classes?" is an unanswered question with educators' opinions divided on this aspect. Along with educators' perspectives, it is also important to unfold students' perspectives on this question. The objectives of this study were to determine the routine and opinion of students' regarding webcam usage and identification of students' reasons for not using webcams during online learning.
A cross-sectional study was carried out at Margalla Institute of Health Sciences, Rawalpindi, Pakistan. Census was done for data collection by including all dental students (n = 180) enrolled at the institute attending synchronous online preclinical and clinical operative dentistry classes. Data collection was carried out using a self-administrated questionnaire. Descriptive analysis was used to describe survey item responses. Pair-wise differences between demographic categories (female vs. male, and preclinical vs. clinical) were analyzed using the Pearson Chi-Square test. Correlation of routine and opinion with students' reasons were done using Spearman correlation. Ordinal regression analysis was done to associate routine and opinion with reasons. The level of significance (P value) was set at 0.05.
Out of 180 students, 141 submitted the survey form, with a response rate of 77.47%. The majority of the students (n = 117, 83%) used to keep their webcams off during online classes and were (n = 69, 48.9%) of the opinion that webcams should be kept off during online classes. The most common reasons for keeping the webcam off during online classes were "comfort" (n = 87, 61.7%) and "distractions" (n = 84, 59.6%). A statistically significant association of gender was obtained, with females more likely than males due to distraction, self-consciousness, and appearance ( = 0.000, 0.003, and 0.016, respectively). The odds of gender highly influenced routine use of cameras, and this was statistically significant (OR: 3.478, = 0.011). Students tended to keep their webcam off when they were inattentative during online classes (OR; 3.743, < 0.001).
The majority of the students did not agree to keep the webcam on during online synchronous learning. The main reasons for students' reluctance to keep the webcam on were self-consciousness, surrounding consciousness, distractions, and technological issues. Students can be encouraged to turn the webcam on by framing strategies according to students' concerns.
“在同步在线课程中，学生应该打开还是关闭网络摄像头？”这是一个尚无定论的问题，教育工作者在这方面意见不一。除了教育工作者的观点外，了解学生对这个问题的看法也很重要。本研究的目的是确定学生使用网络摄像头的习惯和看法，并找出学生在在线学习期间不使用网络摄像头的原因。
在巴基斯坦拉瓦尔品第的马尔加拉健康科学研究所进行了一项横断面研究。通过纳入该研究所所有参加同步在线临床前和临床口腔手术课程的牙科学生（n = 180）进行普查以收集数据。使用自填式问卷进行数据收集。描述性分析用于描述调查项目的回答。使用Pearson卡方检验分析人口统计学类别（女性与男性、临床前与临床）之间的两两差异。使用Spearman相关性分析习惯和看法与学生原因之间的相关性。进行有序回归分析以将习惯和看法与原因联系起来。显著性水平（P值）设定为0.05。
180名学生中，141名提交了调查问卷，回复率为77.47%。大多数学生（n = 117，83%）在在线课程期间习惯关闭网络摄像头，并且（n = 69，48.9%）认为在线课程期间应关闭网络摄像头。在线课程期间关闭网络摄像头最常见的原因是“舒适”（n = 87，61.7%）和“分心”（n = 84，59.6%）。获得了性别方面的统计学显著关联，女性因分心、自我意识和外表而比男性更有可能（分别为 = 0.000、0.003和0.016）。性别的几率对摄像头的常规使用有很大影响，这在统计学上是显著的（OR：3.478， = 0.011）。学生在在线课程中注意力不集中时往往会关闭网络摄像头（OR；3.743, < 0.001）。
大多数学生不同意在在线同步学习期间打开网络摄像头。学生不愿打开网络摄像头的主要原因是自我意识、周围意识、分心和技术问题。可以根据学生的担忧制定策略来鼓励学生打开网络摄像头。
