Year: 2025
Type: article
Study design: Observational Study
Abstract: As faculty and students continue to acclimate learning in a post-COVID world, a better understanding of student and faculty experiences during COVID can help inform successful online pedagogies for the future. One emergent debate is whether faculty should require students to turn on their video cameras in a synchronous class as a way of taking attendance and measuring engagement. Some say requiring cameras during class is contrary trauma-informed teaching practices. Others argue that asking students to turn their cameras on is reasonable request. Through an online survey, this exploratory study invited full-time undergraduate students to respond to closed- and open-ended questions regarding their experiences with synchronous classes and video camera use during the pandemic. Findings point to a concept we name the “Online Gaze,” which illustrates power imbalances between students and instructors that can emerge during online synchronous classes. The authors argue that the online gaze warrants the need for trauma-informed practices to be transferred to online classes.
Source: Discover Education
Authors: Bethany Van Brown, Johanna Crocetto
Institutions: Sacred Heart University, Ronald McDonald House Charities
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,390
OpenAlex ID: W4411430208