No Need for Webcams With Synchronous Online Learning

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Abstract

This study explored the effect of instructor presence (webcam on vs. webcam off) and student presence (webcam on vs. webcam off) in synchronous online classes on learning outcomes, subjective ratings, and the learning process. Thirty-three students came to a simulated real online teaching laboratory for four consecutive days to learn different English vocabulary words. Turning off the instructor's camera led to better retention and transfer test scores, lower social presence, and more head movement (indicating less stress). Turning off the student's camera did not affect learning performance, but did result in happier facial expression along with lower mental effort. The results are consistent with the distraction hypothesis and suggest that there is no need for webcams in synchronous online lectures.

Authors

• Wanling Zhu, Central China Normal University

• Xiaoxue Leng, Central China Normal University

• Richard E. Mayer, University of California - Santa Barbara

• Fuxing Wang, Central China Normal University