Negotiating Visibility: Mediating Presence through Zoom Camera Choices in Post-Secondary Students during COVID-19

Gerald C. Cupchik (), Clara B. Rebello, Renad Albar, Jessica Cocunato, Eva Cupchik, Angelie Ignacio and Emily Faubert
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Gerald C. Cupchik: Department of Psychology, University of Toronto Scarborough, Scarborough, ON M1C 1A4, Canada
Clara B. Rebello: Department of Leadership, Higher and Adult Education, Ontario Institute of Studies in Education, University of Toronto, Toronto, ON M5S 1V6, Canada
Renad Albar: Department of Psychology, University of Toronto Scarborough, Scarborough, ON M1C 1A4, Canada
Jessica Cocunato: Department of Psychology, University of Toronto Scarborough, Scarborough, ON M1C 1A4, Canada
Eva Cupchik: Department of Law and Legal Studies, Carleton University, Ottawa, ON K1S 5B6, Canada
Angelie Ignacio: Department of Applied Psychology & Human Development, Ontario Institute of Studies in Education, University of Toronto, Toronto, ON M5S 1V6, Canada
Emily Faubert: Department of Psychology, University of Toronto Scarborough, Scarborough, ON M1C 1A4, Canada

Societies, 2024, vol. 14, issue 7, 1-22

Abstract: Students at a large and socially diverse urban university completed an anonymous survey examining online learning experiences during the COVID-19 pandemic with an emphasis on decisions to keep their cameras on or off during synchronous class. The 505 student respondents used 7-point scales to assess their school performance and everyday life experiences during the pandemic, general classroom values, pre-pandemic and current pandemic experiences, technological proficiencies related to Zoom, and camera on/off attitudes, as well as the online behavior of professors, and the role of social media in their everyday lives. The findings underscored two motivations underlying school engagement. Students could be motivated by a need for belonging involving authentic self-presentation while experiencing the emotional presence of others, and/or be instrumentally motivated by a need to perform well and advance their careers. The importance of professors creating a safe online space to foster a sense of belonging was highlighted. Finally, the findings show that feelings about having one’s camera on or off during online classes are related to everyday social media experiences. The social-emotional and pragmatic aspects of university education are complementary facets of a university experience.

Keywords: COVID-19; camera on/off; belongingness; Zoom fatigue; safe online space; social media (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2024
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