Volume 8, Issue 1 (3-2023)                   IJREE 2023, 8(1): 1-14 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Lehman C, Heaviland L. Student Preferences of Student-Teacher Communication during Synchronous Online Classes. IJREE 2023; 8 (1)
URL: http://ijreeonline.com/article-1-726-en.html
Dongbei University of Finance and Economics, Dalian, ‎Liaoning‎, ‎China
Abstract:   (1386 Views)
When students study in synchronous online classes, they decide on a preferred mode(s) of communicating with the teacher. This small-scale qualitative research study aimed to explore student preferred modes of communicating with the teacher during synchronous online classes. The researchers used an online questionnaire to acquire data from three different groups of students, each containing three participants. Two groups were university students in China and South Korea, and one group consisted of adult learners in Somalia. All participants were studying English language development courses in synchronous online classes with the researchers. The study found that while most participants were willing to use their cameras, they preferred using the chat box and microphone without using the camera to communicate with the teacher. Additional findings revealed that most participants opposed having a mandatory camera usage policy and for camera usage to affect their grades or marks in the course.

Full-Text [PDF 491 kb]   (299 Downloads)    
Type of Study: Research | Subject: Special

1. Castelli, F. R., & Sarvary, M. A. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565-3576. [DOI:10.1002/ece3.7123]
2. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Allyn & Bacon.
3. Eyitayo, O. T. (2013). Using adult learning principles as a framework for learning ICT skills needed for research projects. Journal of Information Technology Education: Innovations in Practice, 12(1), 73-89. https://www.researchgate.net/publication/320655173_Using_Adult_Learning_Principles_as_a_Framework_for_Learning_ICT_Skills_Needed_for_Research_Projects [DOI:10.28945/1774]
4. Finders, M., & Muñoz, J. (2021). Cameras on: Surveillance in the time of COVID-19. https://www.insidehighered.com/advice/2021/03/03/why-its-wrong-require-students-keep-their-cameras-online-classes-opinion
5. Francescucci, A., & Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: The impact on student performance and engagement outcomes. Journal of Marketing Education, 41(1), 60-69. [DOI:10.1177/0273475318818864]
6. Haga, S., & Rappeneker, J. (2021). Developing social presence in online classes: a Japanese higher education context. Journal of Foreign Language Education and Research, 2, 174-183.
7. Han, H. (2013). Do nonverbal emotional cues matter? Effects of video casting in synchronous virtual classrooms. American Journal of Distance Education, 27(4), 253-264. [DOI:10.1080/08923647.2013.837718]
8. Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17(1), 21-34. https://digitalcommons.du.edu/cgi/viewcontent.cgi?article=1026&context=law_facpub
9. Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. 5th Ed. Routledge.
10. Lännström, A. (2020). Should we require students to turn their cameras on in the Zoom classroom? https://www.wabashcenter.wabash.edu/2020/08/should-we-require-students-to-turn-their-cameras-on-in-the-zoom-classroom/
11. Lehman, C. (2020). Perceptions and experiences of Chinese university undergraduate students in an international program studying English online. International Journal of TESOL Studies, 2(3), 64-81. doi:10.46451/ijts.2020.09.18
12. Li, N., Romera Rodriguez, G., Xu, Y., Bhatt, P., Nguyen, H. A., Serpi, A., Tsai, C., & Carroll, J. M. (2022, June). Picturing one's self: Camera use in Zoom classes during the COVID-19 pandemic. In Proceedings of the Ninth ACM Conference on Learning@ Scale (pp. 151-162). [DOI:10.1145/3491140.3528284]
13. Lin, X., & Gao, L. (2020). Students' sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179. https://files.eric.ed.gov/fulltext/EJ1289947.pdf
14. Mills, S. J., Yanes, M. J., & Casebeer, C. M. (2009). Perceptions of distance learning among faculty of a college of education. MERLOT Journal of Online Learning and Teaching, 5(1), 19-28. https://www.proquest.com/openview/cfaef2bd44d84e0fcc1613e5a67fd43d/1?pq-origsite=gscholar&cbl=2030650
15. Monterde, R. B. H., Ramos, D. B. E., Francisco, K. J. A., & Lim, R. E. (2022). The viability of video conferencing applications in an online classroom through the lens of technology acceptance model. International Journal of Research in English Education (IJREE), 7(3), 1-15. http://ijreeonline.com/article-1-660-en.html [DOI:10.52547/ijree.7.3.1]
16. Murphy, K. (2020). Why zoom is terrible. The New York Times, 23. https://www.nytimes.com/2020/04/29/sunday-review/zoom-video-conference.html
17. Nydell, M. K. (2018). Understanding Arabs: A contemporary guide to Arab society. Nicholas Brealey.
18. Olt, P. A. (2018). Virtually there: Distant freshmen blended in classes through synchronous online education. Innovative Higher Education, 43(5), 381-395. [DOI:10.1007/s10755-018-9437-z]
19. Payne, J. S. (2020). Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals, 53(2), 243-249. [DOI:10.1111/flan.12457]
20. Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489-497. [DOI:10.1002/nur.20147]
21. Reed, M. (2020). Should showing faces be mandatory? https://www.insidehighered.com/blogs/confessions-community-college-dean/should-showing-faces-be-mandatory
22. Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85-109. [DOI:10.1177/1525822X02239569]
23. Saleh, A. M., & Meccawy, Z. (2022). Teaching in tough times: Examining EFL teachers' perceptions of online learning challenges in the context of higher education in Saudi Arabia. Journal of Education and Learning, 11(3). https://files.eric.ed.gov/fulltext/EJ1345992.pdf [DOI:10.5539/jel.v11n3p47]
24. Sartika, D., & Wahyudi, A. (2021). Diploma 3 pharmacy students' perception toward Zoom application usage in learning English during Covid-19 pandemic. Edu-Ling: Journal of English Education and Linguistics, 4(2), 114-122. doi: [DOI:10.32663/edu-ling.v4i2.1852]
25. Schwenck, C. M., & Pryor, J. D. (2021). Student perspectives on camera usage to engage and connect in foundational education classes: It's time to turn your cameras on. International Journal of Educational Research Open, 2, 100079. [DOI:10.1016/j.ijedro.2021.100079]
26. Seeley, S. V. (2022). Zoom 'n gloom: Performativity and inclusivity during the pandemic and beyond. Academic Labor: Research and Artistry, 6(1), 7. https://digitalcommons.humboldt.edu/cgi/viewcontent.cgi?article=1083&context=alra
27. Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students' attitudes and perceptions of using Zoom during COVID-19 pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. [DOI:10.46328/ijtes.v4i4.148]
28. Sullivan, N., Raman, R., Zolbanin, H. M., Nittala, L., & Hvalshagen, M. (2021). How the thread was lost: Misaligned expectations between students and professors. Communications of the Association for Information Systems, 48, 149-160. [DOI:10.17705/1CAIS.04820]
29. Wang, Q., Huang, C., & Quek, C. L. (2018). Students' perspectives on the design and implementation of a blended synchronous learning environment. Australasian Journal of Educational Technology, 34(1). [DOI:10.14742/ajet.3404]
30. Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). San Francisco, CA: Jossey-Bass.

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | International Journal of Research in English Education

Designed & Developed by : Yektaweb