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dc.contributor.authorHermanrud, Inge
dc.contributor.authorWedum, Gunhild
dc.contributor.authorSyversen, Trine Lovold
dc.contributor.authorMyklebø, Sigrid
dc.contributor.authorLervik, Monica Johannesen
dc.contributor.authorMadsbu, Jens Petter
dc.contributor.authorHole, Åse Storhaug
dc.date.accessioned2024-04-08T12:10:13Z
dc.date.available2024-04-08T12:10:13Z
dc.date.created2023-12-25T11:52:39Z
dc.date.issued2023
dc.identifier.issn1504-4831
dc.identifier.urihttps://hdl.handle.net/11250/3125300
dc.description.abstractIn this article, we ask the question: Why do students choose to turn their cameras off during online teaching? We discuss this issue from the perspective of adaptive structuration theory and media richness theory. We use qualitative data from 169 free text answers from two surveys conducted during the pandemic: in May/June 2020 and May/June 2021. In our analysis, we have developed three categories – “the social context”, “window mirror” and the “noisy classroom” – to better understand why students turn off their cameras. Based on these categories, we describe problems that turning off the camera is a response to. These problems are: too many cues, attributes of the home that might promote negative feelings, disclosure of home and personal activities, and online self-image. Our findings are in line with other research that contends that turning off the camera helps to reduce problems, such as an invasion of privacy that could be distracting and uncomfortable, and “digital fatigue”. We contribute to the research field by describing that some students turn off their camera for another reason: to maintain their self-image. However, although turning off cameras solves problems, the resulting “black screens” create new problems, in the form of less engagement for collaborative learning activities and an increased feeling of isolation among students.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectblack screensen_US
dc.subjectZoomen_US
dc.subjectonline educationen_US
dc.subjectadaptive structuration theoryen_US
dc.titleBlack Screens From problem to something useful?en_US
dc.title.alternativeBlack Screens From problem to something useful?en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder©2023(Inge Hermanrud,Gunhild Wedum, Trine Løvold Syversen, Sigrid Myklebø, Monica Johanessen Lervik, Jens Petter Madsbu & Åse Storhaug Hole).en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Medievitenskap og journalistikk: 310en_US
dc.source.pagenumber16en_US
dc.source.volume19en_US
dc.source.journalSeminar.net - Media, technology and lifelong learningen_US
dc.source.issue2en_US
dc.identifier.doi10.7577/seminar.5494
dc.identifier.cristin2217513
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal