Turn off your camera and turn on your privacy

Cobo, Cristóbal; Vargas, Pablo

doi:10.4324/9781003136842-3

Cited by 8 publications

(4 citation statements)

References 20 publications

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“…Learning is done at home, and it is a necessity to help the parents until many students are constrained by activities devoted to parents. It goes in line with (Cobo & Rivera Vargas, 2022) suggestion that students have other activities when studying from home. In contrast, Castelli & Sarvary (2021) found in their research that the reason they close the Zoom camera is due to concerns about their appearance, the surroundings, and the other inappropriate condition of their homes.…”

Section: Results and Discussion Off Camera During Synchronous Classessupporting

confidence: 84%

“…The teacher explains the material, without knowing whether the students behind the picture or photo attached to the screen are still right there in front of the screen and are actively participating in the session, or they are away, leaving the class to do something else. (Cobo & Rivera Vargas, 2022) pointed out five motives behind the off-cammera act during the Zoom class, which are increased anxiety and stress, fatigue, competitive obligations, right to privacy, and infrastructure.…”

Section: Results and Discussion Off Camera During Synchronous Classesmentioning

confidence: 99%

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Demotivation Of AFL Students In The Online Learning

Muassomah

2023

j. arabic learning

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Technology, which has been believed to ease and maximize a learning process, has resulted in demotivation among AFL (Arabic as a Foreign Language) students with online learning during the COVID-19 pandemic. The current research aims to map out the forms of demotivation among AFL students, analyze the factors, and show the implications on student learning outcomes. It employs a qualitative method with a narrative approach that relies on the results of interviews with students and data from student evaluations. The finding reveals that the lack of student participation indicates demotivation among AFL students during the learning process. Four factors were affecting the downturn: infrastructure, structure, partner, and teacher. This study suggests further studies to discover ways to deal with demotivation so that they are more enthusiastic about online learning.

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Section: Results and Discussion Off Camera During Synchronous Classessupporting

confidence: 84%

Section: Results and Discussion Off Camera During Synchronous Classesmentioning

confidence: 99%

Demotivation Of AFL Students In The Online Learning

Muassomah

2023

j. arabic learning

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“…However, students listed flexibility as a main advantage to using Zoom for learning (Serhan, 2020). We view participation in Zoom as distinct from academic engagement, as it primarily involves technical aspects, such as a student's decision to turn on or off the camera, driven by various considerations (Cobo and Vargas, 2022). It is intriguing to explore whether these technical actions in Zoom can be linked to or serve as predictors of engagement in online studies.…”

Section: Lonelinessmentioning

confidence: 99%

“For students shall not live by Zoom alone”: psychological factors explaining the engagement of students during the COVID-19

Gazit

2023

ILS

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Purpose The purpose of this study was to obtain valuable insights into students’ engagement and experiences within the virtual learning environment, especially in the context of crises. Among the innumerable challenges people throughout the world faced during the first year of the COVID-19 pandemic, those of students in institutions of higher education needing to engage in online academic studies are of special interest. Using an online survey, this study could predict students’ online engagement during the COVID-19 pandemic through three theoretical frameworks: the students’ academic motivation to study, the Big Five personality traits, and loneliness, and with a new tool measuring the participation in the Zoom platform. Design/methodology/approach To examine the psychological and technological factors predicting the students’ engagement, this study surveyed 547 students from different academic institutions of higher learning. Findings Findings show that the less lonely the students felt, the less neurotic they were, and the higher they scored in levels of extroversion, agreeableness, consciousnesses and openness to experience, the greater their engagement in their academic studies. In addition, students who were older, more educated, with higher intrinsic motivation and lower lack of motivation were more engaged in their online academic studies. Finally, participating in classes through the Zoom platform and experiencing it positively was a significant predictor of higher academic engagement. Originality/value Recognizing these factors can enable educators, institutions of higher learning, counselling services and students to obtain tools for higher engagement in online learning.

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“…En el escenario actual, las plataformas digitales educativas se han convertido en herramientas muy importantes para los procesos de enseñanza-aprendizaje (Selwyn y Facer, 2014;Williamson, 2015;Cobo & Rivera-Vargas, 2022), así como también para articular nuevas formas de gobernar la educación (Landri, 2018;Diéz-Gutierrez, 2021).…”

Section: Plataformas Comerciales Derecho a La Privacidad Y Gobernanza...unclassified

Corporaciones tecnológicas, plataformas digitales y privacidad: comparando los discursos sobre la entrada de las BigTech en la educación pública

Parcerisa

Jacovkis

Rivera-Vargas

et al. 2022

REEC

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En un contexto de digitalización acelerada de la educación, la mayoría de los centros educativos públicos están utilizando plataformas digitales comerciales como Google o Microsoft. Este fenómeno, intensificado durante la pandemia del COVID-19, requiere ser comprendido y analizado por distintas miradas y actores, con el fin de buscar respuestas que permitan un uso más sensato y seguro de estas herramientas en contextos educativos. En este escenario, el presente artículo explora los discursos sobre la protección de la privacidad de los usuarios de las plataformas digitales en las escuelas y el cuidado de los derechos de la infancia por parte de los principales actores del campo educativo. El estudio, de corte cualitativo, se basa en la realización de 14 entrevistas a informantes clave y analiza el discurso de sus posicionamientos y manifestaciones en relación con el uso de plataformas digitales comerciales en la escuela, la gestión de datos masivos, los derechos de la infancia y el derecho a la privacidad. Los resultados de esta investigación arrojan luz sobre las tensiones discursivas existentes entre los distintos actores del campo educativo alrededor de la entrada de plataformas digitales de corporaciones tecnológicas en la escuela pública.

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Turn off your camera and turn on your privacy

Cited by 8 publications

References 20 publications

Demotivation Of AFL Students In The Online Learning

Demotivation Of AFL Students In The Online Learning

“For students shall not live by Zoom alone”: psychological factors explaining the engagement of students during the COVID-19

Corporaciones tecnológicas, plataformas digitales y privacidad: comparando los discursos sobre la entrada de las BigTech en la educación pública

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